Undergraduate Students' Perceptions of the Communication Behaviors of Their Advisors and Perceptions of Relational Satisfaction

IntroductionUndergraduate academic advising can be a beneficial undertaking for many college students' success and achievement (Kramer, 2003; Mastrodicasa, 2001; Pascarella & Terenzini, 1991). Tinto (1987) found that interactions with undergraduate advisors have an impact on students' satisfaction. It can also have an impact on the school's retention rate. Ender (1994) discovered a significant relationship between students who had better undergraduate advisor relationships and higher retention rates. The current study examined the specific interpersonal communication styles and behaviors of advisors and the expectations they have on their advisee's level of satisfaction.Undergraduate Advisor-Advisee RelationshipsCrookston (1972) focused on two kinds of academic advising: prescriptive and developmental. Prescriptive advising involves an advisor imposing institutional rules to the student. The prescriptive advising approach occurs when the interpersonal relationship is not naturally formed between the student and the advisor. The advisor acts as the expert by providing instructions and knowledge to the student advisee. The student primarily asks questions and follows the directions provided by the advisor without necessarily developing a personal relationship with the advisor.Developmental advising is formed naturally between the student and the advisor. This approach focuses on fostering the professional growth of the advisee by allowing them to explore their own ideas and make their own decisions with the assistance of a knowledgeable advisor. It focuses on openness and trust between the advisor and advisee in order to develop student will cultivate results for themselves, their peers, and their surroundings.The National Academic Advising Association (NACADA) has encouraged the practice of developmental advising over prescriptive advising, because it allows the advisee a better educational experience yet most academic institutions do not offer developmental advising are several reasons why developmental advising does not occur at the undergraduate level, such as time, training, and lack of comprehension about developmental advising. Developmental advising tends to occur at the graduate level due to students' interests and attitudes toward a specific advisor. It is important to note the graduate level advising is often different as the advisor is supervising faculty.Gordon and Habley (2000) noted that undergraduate academic advisors are among the first collegiate members to communicate with students and provide students with valuable resources. Past research revealed that undergraduate students need effective academic advising to succeed in college (Kramer, 2003; Mastrodicasa, 2001; Pascarella & Terenzini, 1991). Tinto (1987) found that interactions with undergraduate advisors have an impact on students' satisfaction with the school and retention rate. Similarly, Ender (1994) discovered a significant relationship between students who had better undergraduate advisor relationships that undergraduate advisors may have a substantial impact on their undergraduate advisees.Creeden (1990) found that numerous undergraduate students were dissatisfied with their academic advisors due to perception differences about advising between advisors and their advisees. The top two areas that students wanted to discuss with their advisors were career options/goals and life goals while advisors reported that they did not feel that career counseling was a part of their responsibilities. The advisors who responded indicated that they believed they were responsible only for class selection and class drop/add procedures. It appears that undergraduate advisors and advisees perceptions of what should take place during advising may differ substantially. Advising has often been viewed as an inconsequential task or chore required by faculty rather than an opportunity to foster students' professional and personal growth (Tuttle, 2000). …