Examining Differences Between Academic Advisors’ Self-Reported Advising Styles and Students' Perceptions of Their Advising Styles

• In Event: Bridging the Gap: Transfer Students, Advising Styles, and Academic Support Structures

Abstract

Academic advising is important for student success, especially for first generation and first-year college students. However, less is known about the relationship between advisors’ self-reported advising style and students’ perceptions of their advisor’s advising style. Understanding the difference between these two perspectives gives insights into the execution of advising practices. Survey data of 375 undergraduate students and 12 advisors revealed a significant difference between student’s perceptions and advisor’s self-reported advising style, with advisors reporting a more developmental style than perceived by advisees. However, there was no difference between first-year and first-generation students' perception of advisor’s advising style compared to their counterparts. This work extends our understanding of advisor-student relationships with future implications for improving advising practice and student success.

Authors

• Kristen Buford, University of Kentucky

• Malaak Alfroukh, University of Kentucky

• Katherine Tanaka, University of Kentucky

• Matthew Kim, University of Kentucky

• Jennifer Osterhage, University of Kentucky