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The Role of Microaffirmation in Advi...

Carter, Shelby N.

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The Role of Microaffirmation in Advisor-Student Communication: Promoting Belonging, Wellbeing, and Performance in Institutional Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Microaffirmation in Advisor-Student Communication: Promoting Belonging, Wellbeing, and Performance in Institutional Environments./
作者:	Carter, Shelby N.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	113 p.
附註:	Source: Masters Abstracts International, Volume: 82-12.
Contained By:	Masters Abstracts International82-12.
標題:	Communication. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27996017
ISBN:	9798516063312

The Role of Microaffirmation in Advisor-Student Communication: Promoting Belonging, Wellbeing, and Performance in Institutional Environments.
Carter, Shelby N.

The Role of Microaffirmation in Advisor-Student Communication: Promoting Belonging, Wellbeing, and Performance in Institutional Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 113 p.

Source: Masters Abstracts International, Volume: 82-12.

Thesis (M.A.)--The University of Arizona, 2021.

This item must not be sold to any third party vendors.

Microaffirmation defines everyday communication that shows appreciation, encouragement, or validation (Ellis et al., 2019; Rowe, 2008). Microaffirmation enhances a sense of belonging among the members of a social environment, and is an easily accessible tool that can be used to promote equity in institutions. Research shows significant relationships between receiving microaffirmation and improved relational, psychological, and performance factors, yet it has been unclear whether microaffirmation is substantially different from concepts already established by supportive communication scholarship. Moreover, clarity is needed regarding the functional boundaries of microaffirmation and its relevance across various social groups. To address these gaps, qualitative and quantitative data were collected via a cross-sectional research design, and were used to examine the role of microaffirmation in advisor-student communication and its impacts on undergraduate college students' (N = 361) sense of belonging, psychological wellbeing, interaction perception, engagement, and commitment to persist through college. Results indicated that microaffirmation messages are sent by advisors to a moderate-to-high degree on average, and are salient when received by students. Controlling for differences accounted for by demographic characteristics, COVID-19 impacts, and social support variables, results showed that encouragement from advisors positively influenced students' sense of belonging and psychological wellbeing. Advisors' validation positively predicted students' perception of interaction quality on campus. The results of this study underscore the value and utility of microaffirmation as an emerging area of scholarship.

ISBN: 9798516063312Subjects--Topical Terms:

524709
Communication.
Subjects--Index Terms:

Advising

The Role of Microaffirmation in Advisor-Student Communication: Promoting Belonging, Wellbeing, and Performance in Institutional Environments.
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