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Cited by 218Higher Education Research StudiesMentoring and Academic DevelopmentHigher Education Practises and Engagement

Academic advising: does it really impact student success?

Young‐Jones, Adena D., Burt, Tracie D., Dixon, Stephanie, Hawthorne, Melissa J.·2013·Quality Assurance in Education
DOI 10.1108/09684881311293034
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Abstract

Purpose This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach Student participants ( n =611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses. Findings Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self‐efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students. Practical implications The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations. Originality/value The present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising.

Integrity signals

Registry

Crossref · 10.1108/09684881311293034

Cites

26 of 26 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Finding an advisor or peer who can serve as a source of information on navigating academia is essential for first- or second-generation university students, regardless of race.

    “Finding an advisor or peer who can serve as a source of information on navigating academia is essential for first- or second-generation university students, regardless of race (Ball et al., 2002; Gardner, 2009; Young-Jones et al., 2013).”

    From PhD Pathways in Canada: Sociodemographic and Disciplinary Influences That Impact Pathway, Duration, and Outcomes (2026) · cites this paper as Young-Jones et al., 2013

  • The advisor-student mentorship system has been shown to benefit doctoral learning, program completion, and overall satisfaction.

    “The advisor-student mentorship system has been shown to benefit doctoral learning, program completion, and overall satisfaction (Devos et al., 2017; Sverdlik et al., 2018; Young-Jones et al., 2013).”

    From PhD Pathways in Canada: Sociodemographic and Disciplinary Influences That Impact Pathway, Duration, and Outcomes (2026) · cites this paper as Young-Jones et al., 2013

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Related

Authors
Young‐Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J.
Affiliations
Missouri State University (US)
Venue
Quality Assurance in Education
Publisher
Emerald
Published
2013-01-25
Volume
21
Issue
1
Pages
7-19
ISSN
0968-4883 (ISSN-L)
DOI
10.1108/09684881311293034
OpenAlex
W2055913020
Cited by
218
References
26
Citations by year
2026: 12 · 2025: 12 · 2024: 15 · 2023: 13 · 2022: 26 · 2021: 37 · 2020: 22 · 2019: 18 · 2018: 16 · 2017: 12 · 2016: 14 · 2015: 12 · 2014: 8 · 2013: 1
FWCI
56.45
Type
journal article
Language
en
Open access
closed
Licence
www.emerald.com/insight/site-policies (tdm)
Locations
  • Quality Assurance in Education (publishedVersion)
  • BearWorks (Missouri State University) (submittedVersion)
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
academic advising, student success, student self-efficacy, study skills, perceived support, student responsibility, demographic diversity

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