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Date Available
5-20-2013
Year of Publication
2013
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Communication and Information
Department/School/Program
Communication
Faculty
Dr. Deanna Sellnow
Faculty
Dr. Tim Sellnow
Abstract
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)].
Recommended Citation
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
