Abstract
Recognizing the increasing role academic advising has come to play in student success strategies, this quantitative study sought to explore the relationships between advising, validation/belonging, and students’ college grade point average (GPA). The researcher also examined how students’ marginalized status played a role in these relationships. A national sample of 7,211 graduating senior students was used to test a path model. Multiple regression analyses revealed that while there was no direct relationship between advising and GPA, advising had an indirect impact on GPA via students’ experiences of validation/belonging. Moving forward, student success strategies should situate validating practices that foster belonging and validation at the center of advising interventions.
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