student perceptions of academic advising and influence on retention

171 Pages·2015·1.61 MB·English

STUDENT PERCEPTIONS OF ACADEMIC ADVISING AND INFLUENCE ON
RETENTION: A STUDY OF FIRST-SEMESTER, FIRST-GENERATION AND
CONTINUING-GENERATION COLLEGE STUDENTS AT A LIBERAL ARTS COLLEGE

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
DEBORAH A. DAVIS
DR. ROGER D. WESSEL — ADVISOR

BALL STATE UNIVERSITY
MUNCIE, INDIANA
MAY 2015
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STUDENT PERCEPTIONS OF ACADEMIC ADVISING AND INFLUENCE ON
RETENTION: A STUDY OF FIRST-SEMESTER, FIRST-GENERATION AND
CONTINUING-GENERATION COLLEGE STUDENTS AT A LIBERAL ARTS COLLEGE

A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
DEBORAH A. DAVIS

APPROVED BY:
___________________________________________________ __________________
Roger D. Wessel, Committee Chairperson Date

___________________________________________________ __________________
Thalia Mulvihill, Committee Member Date

___________________________________________________ __________________
Lori Byers, Committee Member Date

___________________________________________________ __________________
Jacquelyn Buckrop, Committee Member Date

___________________________________________________ __________________
Robert Morris, Dean of Graduate School Date

BALL STATE UNIVERSITY
MUNCIE, IN
MAY 2015
3

ABSTRACT
DISSERTATION PROJECT: Student Perceptions of Academic Advising and Influence on
Retention: A study of First-Semester, First-Generation and Continuing-Generation College
Students at a Liberal Arts College
STUDENT: Deborah A. Davis
DEGREE: Doctor of Education in Adult, Higher, and Community Education
COLLEGE: Teachers College
DATE: May 2015
PAGES: 171
This study examined a full cohort of first-time, full-time college students to better
understand perceptions, preferences, and satisfaction with academic advising and influence of
these factors on intent to persist. Early in the transition to college, students are at risk for
departure; more so for those whose parents did not attend college.
A quantitative research design was used to investigate the relationship of advising styles,
generational status, and the influence of advisors on intent to persist. Post-hoc analysis of open-
ended responses to students’ persistence decisions provided additional insights for institutional
persistence strategies. The research was conducted at a small, Midwest, private, four-year
institution that relies on faculty to provide academic advising. Students enrolled in a required
first-year experience course were surveyed (n = 304) using a modified version of Winston and
Sandor’s (1984b) Academic Advising Inventory (AAI).
This study contributes to a growing body of knowledge on first-semester student
advising, and first-generation students at a time when both are more closely examined in order to
improve retention and success. By studying a full cohort of students, this study provides a well-
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rounded view of first-year students. The research found that those who perceive and prefer
developmental advising are more satisfied and likely to persist. Generational status was not a
factor in advising perceptions, satisfaction, or preference. The results reinforced previous
research that the majority of college students preferred developmental advising, but contradicted
previous results that freshmen, at-risk or under resourced students preferred prescriptive
advising. Recommendations for future research are provided.
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Acknowledgements
It takes a village to raise a child, as a well-known proverb goes. The same can be said for
a dissertation, especially one from a non-traditional graduate student. I am grateful for many
people in my life who have helped make this achievement possible.
First, I would like to thank my family. My husband, Mike, has been the foundation of my
support through two graduate degrees. His encouragement and humor kept me going during
some of the toughest times. Our sons, Tyler and Chandler, studied with me, and prodded me to
work in the golf course clubhouse before their tournaments. My parents, Gloria, John, Kay, and
mother-in-law, Sue, helped with childcare and gave me much reassurance throughout this
process.
Second, I would like to thank my dissertation committee. Dr. Roger Wessel served as my
chairperson and offered expertise, understanding, and moral support. His time commitment was
tremendous. I only hope I can help my advisees as much as he helped me. Drs. Thalia Mulvihill,
Lori Byers, and Jacquelyn Buckrop brought a wide range of insights and guidance. Their
combined efforts truly helped make this a better study.
Third, I would like to thank my friends, colleagues, fellow graduate students, former
professors, and the students I’ve taught. From Dr. Rebecca Deemer and Kelli Stropes who
encouraged me to start the doctoral program, to those who helped me cross the finish line, the
support was greatly appreciated. Pearl Mohankumar spent countless hours helping me with data
entry, formatting, and copyediting. I can’t thank her enough for her willingness to step in
wherever needed, and always with a smile. There have also been so many others who have
offered words of inspiration, advice, and support along the way. While this has been a personal
journey, I have not been alone. Thank you to everyone who has been part of my village.
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Copyright © 2015 by Deborah A. Davis. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the author.
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TABLE OF CONTENTS
ABSTRACT ............................................................................................................................ 3
ACKNOWLEDGEMENTS ...................................................................................................... 5
LIST OF TABLES ................................................................................................................. 10

CHAPTER I: INTRODUCTION .........................................................................................11
Funding, Graduation, and Retention ....................................................................................... 12
Academic Advising ................................................................................................................ 13
Student Populations and Generational Status .......................................................................... 14
Problem Statement ................................................................................................................. 16
Study Purpose ........................................................................................................................ 16
Research Questions ..................................................................................................... 17
Research Hypotheses .................................................................................................. 17
Significance of the Study to the Field ......................................................................... 18
Definition of Terms ..................................................................................................... 18
Summary and Organization of the Study ................................................................................ 19

CHAPTER II: REVIEW OF THE LITERATURE ............................................................ 21
Study Summary ...................................................................................................................... 21
Theoretical Framework .......................................................................................................... 21
Retention in Higher Education ............................................................................................... 32
Retention and Academic Advising .............................................................................. 35
Academic Advising ................................................................................................................ 37
History of Academic Advising .................................................................................... 40
Advising Structures, Assessments, and Evaluation ...................................................... 43
Role of Faculty ............................................................................................... 49
Advising Student Populations ..................................................................................... 56
Year in School ................................................................................................. 58
Generational Status ................................................................................................................ 62
Summary ................................................................................................................................ 67
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CHAPTER III: METHODS ................................................................................................ 69
Study Summary ...................................................................................................................... 69
Study Design .......................................................................................................................... 69
Study Purpose ............................................................................................................. 70
Research Questions ..................................................................................................... 71
Research Hypotheses .................................................................................................. 71
Research Method and Approach .................................................................................. 72
Instrumentation ........................................................................................................... 72
Reliability and Validity .................................................................................... 74
Additional Question Development .............................................................................. 75
Population .................................................................................................................. 76
Study Setting .............................................................................................................. 76
Data Collection Procedures .................................................................................................... 82
Data Analysis Procedures ....................................................................................................... 84
Data Presentation ................................................................................................................... 85
Summary ................................................................................................................................ 85

CHAPTER IV: RESULTS ................................................................................................... 86
Study Summary ...................................................................................................................... 86
Population Characteristics ...................................................................................................... 86
Advising Perceptions, Satisfaction, and Preferences by Generational Status ........................... 87
Academic Satisfaction and Perceived, Preferred Advising Styles ............................................ 92
Academic Advising Satisfaction and Intent to Persist ............................................................. 94
Post-Hoc Analysis .................................................................................................................. 96
Summary ................................................................................................................................ 97

CHAPTER V: DISCUSSION ............................................................................................... 99
Academic Advising: Perceptions, Satisfaction, and Preferences ............................................ 100
Perceptions of Academic Advising Styles ................................................................. 100
Frequency of Academic Advising Activities .............................................................. 104
Satisfaction with Academic Advising ........................................................................ 106
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Preferred Academic Advising Styles ......................................................................... 107
Impact of Generational Status on Advising Perceptions and Preferences ................... 109
Student Needs and Satisfaction with Academic Advising ...........................................110
Importance of Advising on Intent to Persist ................................................................112
Institutional Conditions that Influenced Intent to Persist ............................................114
Concluding Thoughts ............................................................................................................116
Limitations ............................................................................................................................117
Suggestions for Future Research ...........................................................................................118

REFERENCES .................................................................................................................... 120
APPENDIX A—ACADEMIC ADVISING INVENTORY ................................................... 141
APPENDIX B—INSTITUTIONAL REVIEW BOARD APPROVAL .................................. 150
APPENDIX C—LETTER OF APPROVAL FROM STUDY SITE ....................................... 152
APPENDIX D—TABLES .................................................................................................... 153
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LIST OF TABLES
Table 1. Frequency Distribution of Student Participants ....................................................... 154
Table 2. Coefficient Alpha Reliability Estimates for Developmental-Prescriptive
Advising Scale and Subscales ............................................................................................. 155
Table 3. Intercorrelations of Subscales and DPA ................................................................... 156
Table 4. Perceptions of Advising Style Received by Generational Status by Frequency ........ 157
Table 5. Means and Standard Deviations for Activity Scales................................................. 158
Table 6. Most Frequently Reported Advising Activities ........................................................ 159
Table 7. Reported Number of Advising Sessions by Generational Status .............................. 160
Table 8. Reported Average Session Time ............................................................................. 161
Table 9. Reported Satisfaction by Individual Questions and Generational Status .................. 162
Table 10. Preferred Advising Style by Generational Status ................................................... 163
Table 11. Perceived Advising Received, Preferred Advising, and Satisfaction ...................... 164
Table 12. Satisfaction by Importance of Advisor on Intent to Persist .................................... 165
Table 13. Likelihood to Return by Generational Status ......................................................... 166
Table 14. Importance of Advisor Interactions on Likelihood to Return
by Generational Status ........................................................................................................ 167
Table 15. Satisfaction by Likelihood to Return ..................................................................... 168
Table 16. Importance of Advisor Interactions on Likelihood to Return
by Generational Status ........................................................................................................ 169
Table 17. Importance of Advisor Interactions on Likelihood to Return ................................. 170
Table 18. Open-Ended Answers Coded by Tinto’s (2012) Institutional Conditions ............... 171