Academic advising as teaching

Undergraduate student perceptions of advisor confirmation

Bibliographic Data

ID21539677
AuthorsSara Pitts (0009-0009-0843-3963, Alice Lloyd College, corresponding author), Scott A Myers (0000-0001-7803-1649, West Virginia University)
Year2023
Volume72
Issue2
Pages103-123
Publication date2023-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCommunication Education (JOURNAL)
Journal identifiersISSN: 0363-4523 • E-ISSN: 1479-5795
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03634523.2022.2131856
OpenAlexW4307106766
LanguageEN
Citations received4
References cited41

The purpose of this study was to explore the role that confirmation plays in the academic advising context, with a focus on identifying the specific confirmation behaviors that advisees perceive their advisors to use with them during advising sessions. Participants were 33 undergraduate students who participated in one of six focus groups. Data analysis identified four confirming behaviors used by academic advisors: recognize students’ experiences outside the classroom, collaborate on educational/career goals, recall prior interactions with students, and offer praise and positive feedback. Participants also identified three disconfirming behaviors used by academic advisors: fail to give students their full attention, answer questions indirectly, and refuse to personalize student experiences. This study extends the conceptualization of confirmation into the academic advising context; while academic advising and teaching are often likened, this study found distinct confirmation behaviors are used in the academic advisor–advisee relationship

Academic advising · Conceptualization · Focus group · Higher education · Mathematics education · Medical education · Pedagogy · Perception · Praise · Communication in Education and Healthcare · Education and Critical Thinking Development · Higher Education Practises and Engagement · Psychology · Social Psychology

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