東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Impact of Developmental Academic...

Reyes, Reginald.

Linked to FindBook

Google Book

Amazon

博客來

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence./
Author:	Reyes, Reginald.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786914
ISBN:	9780355845235

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
Reyes, Reginald.

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 154 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of South Alabama, 2018.

The purpose of this dissertation was to determine the impact of developmental academic advising on first year students' intent to return, satisfaction with advising, and overall experiences with the advising process. The evolution of academic advising from prescriptive methods to the widely-accepted developmental strategies has resulted in a student-centered focus for academic support services. The quality and availability of academic support services including academic advising are essential in determining educational quality. Academic advisors play a significant role in terms of impacting levels of student engagement, specifically among first year students. Their responsibilities are not limited to advising, but also include mentoring and academic support. The study utilized a mixed-methods concurrent research design where data was collected simultaneously via an online survey method. Tinto's Student Integration Model (1975) served as the theoretical framework to explain the level of social and academic integration. Quantitative data collection was accomplished with the Academic Advising Inventory by Winston and Sandor (1984a). The instrument measures include several scales related to developmental-prescriptive advising, advisor--advisee relationships, and advising satisfaction. Qualitative data collection was collected through the use of open-ended survey questions. The research indicated high-levels of satisfaction with developmental advising practices. Developmental strategies were also found to impact first-year intent to return.

ISBN: 9780355845235Subjects--Topical Terms:

641065
Higher education.

The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
LDR:02537nmm a2200301 4500 001 2165507
005 20181129115553.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355845235
035 $a (MiAaPQ)AAI10786914
035 $a (MiAaPQ)southalabama:10564
035 $a AAI10786914
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reyes, Reginald. $3 3353588
245 1 4 $a The Impact of Developmental Academic Advising on First-Year Satisfaction and Persistence.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Ronald A. Styron, Jr.
502 $a Thesis (Ed.D.)--University of South Alabama, 2018.
520 $a The purpose of this dissertation was to determine the impact of developmental academic advising on first year students' intent to return, satisfaction with advising, and overall experiences with the advising process. The evolution of academic advising from prescriptive methods to the widely-accepted developmental strategies has resulted in a student-centered focus for academic support services. The quality and availability of academic support services including academic advising are essential in determining educational quality. Academic advisors play a significant role in terms of impacting levels of student engagement, specifically among first year students. Their responsibilities are not limited to advising, but also include mentoring and academic support. The study utilized a mixed-methods concurrent research design where data was collected simultaneously via an online survey method. Tinto's Student Integration Model (1975) served as the theoretical framework to explain the level of social and academic integration. Quantitative data collection was accomplished with the Academic Advising Inventory by Winston and Sandor (1984a). The instrument measures include several scales related to developmental-prescriptive advising, advisor--advisee relationships, and advising satisfaction. Qualitative data collection was collected through the use of open-ended survey questions. The research indicated high-levels of satisfaction with developmental advising practices. Developmental strategies were also found to impact first-year intent to return.
590 $a School code: 0491.
650 4 $a Higher education. $3 641065
650 4 $a Higher education administration. $3 2122863
690 $a 0745
690 $a 0446
710 2 $a University of South Alabama. $b College of Education. $3 3174957
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0491
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786914