A Study of Academic Advising Satisfaction and Its Relationship to Student Self-Confidence and Worldviews

• Main Author: Coll, Jose E
• Format: Others
• Published: Scholar Commons 2007
• Subjects: Retention; Psychosocial development; Academic success; Freshmen advising; American Studies; Arts and Humanities
• Online Access: https://scholarcommons.usf.edu/etd/677; https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1676&context=etd

The purpose of the present investigation was to determine the relationship between worldview, student academic confidence, and satisfaction with advising. More specifically, this study examines the relationship among level of advising satisfaction, worldviews of students, and the student's perceived style of advising received. The findings of this study indicate that a positive relationship exists between developmental advising and advising satisfaction. The results suggest that overall student characteristics such as gender and self-confidence are not as relevant to advising satisfaction as the style of advising used by the faculty or advisor. Furthermore, this study supports findings by Coll and Zalaquett (in press) and Coll and Draves (in press) who suggest that overall student worldviews are not a function of gender or age but may be more closely related to individual experiences.