Abstract
The first part of the study examines the relationship between five social, personal, and academic student variables and preference for instrumental or expressive personality orientations in advisors. The data are derived from a cross-sectional study of 6,472 Quebec high school students. The findings indicate that some of the background factors do have a significant relationship to the preference for certain personality orientations in particular advisors. The second part of the study compares students and advisors whose personality orientations do and do not coincide. Supporting previous findings, a strong relationship is found to exist between perceived teacher evaluation and both academic self-concept and level of educational aspiration. Comparing the relative intensities of the impact of advisor advice, no significant differences are found.
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