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

The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.

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.

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Research works printed but not linked: 2

  1. Habley, W.R. (Ed.) (2004), “The status of academic advising: findings from the ACT sixth national survey”, Monograph No. 10, National Academic Advising Association, Manhattan, KS.
  2. Hemwall, M.K. and Trachte, K.C. (2003), “Learning at the core: theory and practice of academic advising in small colleges and universities”, in Hemwall, M.K. and Trachte, K.C. (Eds), Advising and Learning: Academic Advising from the Perspective of Small Colleges and Universities, Monograph No. 8, National Academic Advising Association, Manhattan, KS, pp. 7‐11.

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Metadata

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 › Education › 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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