Student satisfaction related to advising is lacking in colleges across the country (Keup & Stolzenberg, 2004). Although satisfaction with advising is low, quality advisement remains vital for student success (Campbell & Nutt, 2008). Academic administrators are compelled to discover ways to improve student satisfaction and success. One way to meet this goal is through Appreciative Advising. The purpose of this mixed-methods, quasi-experimental, pre–post-test study was to determine the impact of Appreciative Advising on the student advising experience, including student satisfaction and the efficacy of the advisors’ experiences. This research study sought to examine if implementation of Appreciative Advising techniques affected student satisfaction, students’ affective experiences, and the efficacy of the advisors’ experiences. Pre-licensure bachelor’s degree nursing students were given the opportunity to complete the college’s existing student satisfaction survey and to attend focus groups. The quantitative analysis was based on student satisfaction scores, specifically the percentage of students rating their level of satisfaction as a 9 or 10 on a 10-point Likert scale. The researcher compared the 2016 and 2017 scores using a Chi-Square test to determine statistical significance and to assess whether Appreciative Advising affected the satisfaction level of the students. A two-way contingency analysis was conducted to evaluate whether the proportion of satisfied students was significantly greater in 2017 than 2016. The results indicated a statistically significant increase in student satisfaction scores from 2016 to 2017 (p < 0.01). The intervention and study results suggest that utilizing Appreciative Advising may be one way to improve student satisfaction with the advising process.
|Commitee:||O'Lynn, Chad, Overman, Jan|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Keywords:||Advising, Advisor efficacy, Appreciative advising, Student satisfaction, Students’ affective experience|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be