Undergraduate Students’ Perceptions of their Advisors: SocioCommunicative Style and Perceptions of Relational Satisfaction

Narissra Punyanunt-Carter,Stacy Carter

doi:10.18870/hlrc.v5i2.188

Abstract

<p>The goal of the current study was to examine the sociocommunicative styles that college students’ perceive their advisor to be using in their interactions. In addition, the study analyzed what characteristics lead to higher relational satisfaction in the advisor-advisee relationship. Three hundred and ninety-seven college students voluntarily completed a survey on their current advisor. Results revealed that there is a significant relationship between sociocommunicative style and relationship satisfaction.</p>

Highlights

Undergraduate academic advising can be a beneficial undertaking for many college students’ success and achievement (Kramer, 2003; Mastrodicasa, 2001; Pascarella & Terenzini, 1991). Tinto (1987) found that interactions with undergraduate advisors have an impact on students’ satisfaction
The current study examined the specific interpersonal communication styles and behaviors of advisors and the expectations they have on their advisee’s level of satisfaction
A significant linear relationship was noted between advisor sociocommunicative style and relationship satisfaction, F (2, 368) = 16.95, p

Summary

Introduction

Undergraduate academic advising can be a beneficial undertaking for many college students’ success and achievement (Kramer, 2003; Mastrodicasa, 2001; Pascarella & Terenzini, 1991). Tinto (1987) found that interactions with undergraduate advisors have an impact on students’ satisfaction. Tinto (1987) found that interactions with undergraduate advisors have an impact on students’ satisfaction. Undergraduate academic advising can be a beneficial undertaking for many college students’ success and achievement (Kramer, 2003; Mastrodicasa, 2001; Pascarella & Terenzini, 1991). It can have an impact on the school’s retention rate. Ender (1994) discovered a significant relationship between students who had better undergraduate advisor relationships and higher retention rates. The current study examined the specific interpersonal communication styles and behaviors of advisors and the expectations they have on their advisee’s level of satisfaction

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Discussion

Conclusion