Understanding Undergraduate Student Perceptions of Learning in Academic Advising

103 Pages·2017·1.51 MB·English

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Theses and Dissertations--Communication Communication
2013
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Schyler Simpson
University of Kentucky, [email protected]
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Simpson, Schyler, "“Advise Me!” Understanding Undergraduate Student Perceptions of Learning in
Academic Advising" (2013). Theses and Dissertations--Communication. 10.
https://uknowledge.uky.edu/comm_etds/10
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The document mentioned above has been reviewed and accepted by the student’s advisor, on
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Schyler Simpson, Student
Dr. Deanna Sellnow, Major Professor
Dr. Tim Sellnow, Director of Graduate Studies
“ADVISE ME!” UNDERSTANDING UNDERGRADUATE STUDENT
PERCEPTIONS OF LEARNING IN ACADEMIC ADVISING

__________________

DISSERTATION

__________________
A dissertation submitted in partial fulfillment of the
Requirements for the degree of Doctor of Philosophy in the
College of Communication & Information
at the University of Kentucky

By
Schyler Simpson

Lexington, KY

Director: Dr. Deanna Sellnow, Professor of Communication

University of Kentucky

2013
Copyright © Schyler Simpson 2013
ABSTRACT OF DISSERTATION

“ADVISE ME!” UNDERSTANDING UNDERGRADUATE STUDENT
PERCEPTIONS OF LEARNING IN ACADEMIC ADVISING

This dissertation is a theoretically driven empirical analysis of instructional
communication in academic advising. It explores the effects of perceived advisor
accommodation on advisee learning. Specifically, it examines whether academic advisors
employ accommodation communication that influence affect, cognitive learning, and
behavioral learning outcomes in advisees. Four hundred and seventeen students were
asked to report on their perceptions of learning through an online cross-sectional survey
that addressed communication accommodation strategies employed in the advisor/advisee
experience. Results show that behavioral learning (measured by intentions) was
significantly predicted by advisor inquiry of school-related content (β = .391, p < .01);
advisor attentiveness (β = -.169, p < .01); affect toward advising content (β = .154, p <
.01); and cognitive knowledge (β = .244, p < .01)].

KEYWORDS: Academic Advising, Affect,
Cognitive Learning, Behavioral Learning,
Communication Accommodation

Schyler Simpson
Student Signature

05-19-13
Date
“ADVISE ME!” UNDERSTANDING UNDERGRADUATE STUDENT
PERCEPTIONS OF LEARNING IN ACADEMIC ADVISING

By
Schyler Simpson

Dr. Deanna Sellnow
Director of Dissertation

Dr. Time Sellnow
Director of Graduate Studies

05-19-13
This dissertation is dedicated to my Mom and Dad.
Your love and support have made me who I am.
ACKNOWLEDGEMENTS
First, and foremost, I would like to thank my advisor, Dr. Deanna Sellnow.
Thank you for believing in me, and giving me the never-ending support, opportunities,
and encouragement to make my dreams come true. I could never repay you for how
much you have done for me.
In addition, I would also like to thank my committee members, Dr. Derek Lane,
Dr. Tim Sellnow, and Dr. Jeff Bieber for your time, commitment, and understanding.
I would like to thank all of my friends. I could not have made it through this
roller-coaster ride without you. Last but certainly not least, I would like to thank Nate.
Thank you for your love and constant encouragement. Thanks for putting up with me all
of those late nights when I was positive I could never finish.

iii
TABLE OF CONTENTS
Acknowledgements............................................................................................................ iii
List of Tables ..................................................................................................................... vi
List of Figures ................................................................................................................... vii
Chapter 1: Statement of the Problem and Rationale
Rationale ..................................................................................................................2
Limitations of Current Advising Models .................................................................5
Advising and Instructional Communication ............................................................5
Proposed Study ........................................................................................................7
Organization.............................................................................................................8

Chapter 2: Review of Related Literature
Academic Advising in Higher Education ................................................................9
Academic Advisors ....................................................................................10
Advisors as Teachers .................................................................................11
Advisors as Learners ..................................................................................11
Affect, Cognitive Learning, and Behavioral Learning ..............................13
Affect ..............................................................................................13
Cognitive Learning .........................................................................13
Behavioral Learning........................................................................14
Relationships Among Immediacy and Learning........................................16
Academic Advising as Instructional Communication ...........................................16
Academic Advising as a Form of Teaching and Learning ....................................18
Learning Outcomes Within the Advisor/Advisee Relationship.................23
Communication Accommodation Theory..............................................................27
Tenets of Communication Accommodation Theory..................................28
Communication Accommodation in an Advising Context ........................30
Advisor Accommodation Model............................................................................33
Hypotheses .................................................................................................35
Summary ................................................................................................................35

Chapter 3: Methods
Methods..................................................................................................................36
Participants.................................................................................................36
Procedures..................................................................................................37
Instruments.................................................................................................38
Demographics ............................................................................................38
Predictor Variables.....................................................................................38
Advisor Attentiveness .....................................................................39
Advisor Inquiry of School Related Content....................................40
Advisor Open-Mindedness .............................................................41
Advisor Helpfulness........................................................................42
Criterion Variables...................................................................................43
iv
Affect ..............................................................................................44
Affect Toward Message Content ....................................................44
Affect Toward Advisor ...................................................................45
Cognitive Learning .........................................................................46
Cognitive Knowledge .....................................................................46
Behavioral Intentions ......................................................................48
Data Analysis ..............................................................................................48
Summary .................................................................................................................48

Chapter 4: Results
Hypothesis 1............................................................................................................51
Hypothesis 2a ..........................................................................................................51
Hypothesis 2b..........................................................................................................53
Hypothesis 3............................................................................................................54
Hypothesis 4............................................................................................................55
Summary .................................................................................................................57

Chapter 5: Conclusion, Implications, and Recommendations
Conclusions.............................................................................................................58
Implications.............................................................................................................64
Limitations ..............................................................................................................65
Suggestions for Future Research ............................................................................67
Summary .................................................................................................................68

Appendices
Appendix A .............................................................................................................69
Appendix B .............................................................................................................71
Appendix C .............................................................................................................74
Appendix D .............................................................................................................76
Appendix E .............................................................................................................80

References..........................................................................................................................83

Vita.....................................................................................................................................92
v
LIST OF TABLES

Table 3.1, Means, Standard Deviations, and Factor Loadings for Advisor
Attentiveness ............................................................................................. 40
Table 3.2, Means, Standard Deviations, and Factor Loadings for Advisor Inquiry of
School Related Content ............................................................................. 41
Table 3.3, Means, Standard Deviations, and Factor Loadings for Advisor Open-
Mindedness................................................................................................ 42
Table 3.4, Means, Standard Deviations, and Factor Loadings for Advisor Helpfulness .. 43
Table 3.5, Means, Standard Deviations, and Factor Loadings for Affect Toward the Content of
Advising................................................................................................... 45
Table 3.6, Means, Standard Deviations, and Factor Loadings for Affect Toward the
Advisor ...................................................................................................... 46
Table 3.7, Means, Standard Deviations, and Factor Loadings for Cognitive
Knowledge ................................................................................................ 47
Table 4.1, Descriptives for all Variables........................................................................... 49
Table 4.2, Correlation Matrix for all Variables................................................................. 50
Table 4.3, Regression Model of Behavioral Learning ...................................................... 51
Table 4.4, Regression Model of Advisor Accommodation Strategies .............................. 52
Table 4.5, Regression Model of Advisor Accommodation Strategies .............................. 53
Table 4.6, Regression Model of Cognitive Learning ........................................................ 55
Table 4.7, Regression Model of Behavioral Learning ...................................................... 56
vi