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Student Participation in Academic Advising: Propensity, Behavior, Attribution and Satisfaction

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Abstract

While there is general consensus that students are more or less participants in their educational experiences, the relationship between student participation and satisfaction has not been extensively examined in higher education literature. Looking to participation research in other literatures serves as a starting point for exploring this link. This study examines two contingency constructs that modify the student participation-satisfaction relationship: locus of causality attribution and student propensity to participate (SPTP). The results of a scenario-based survey in the context of academic advisement suggest that students vary in their attribution of failures to themselves and to the advisor based on their propensity to participate. Moreover, SPTP, and not locus of causality attribution, moderates the student participation-satisfaction relationship. In addition to delineating the theoretical significance of the findings, the paper provides guidance to educators in achieving higher student satisfaction, which in turn can lead to greater levels of retention and on-time graduation.

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Authors and Affiliations

  1. Department of Marketing, College of Business Administration & Entrepreneurship, University of Texas Rio Grande Valley, 1201 West University Drive MAGC 3.552, Edinburg, TX, 78539-2999, USA

    Jakob Braun

  2. Department of Marketing, College of Business Administration & Entrepreneurship, University of Texas Rio Grande Valley, 1201 West University Drive BUSA 211H, Edinburg, TX, 78539-2999, USA

    Mohammadali Zolfagharian

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Correspondence to Jakob Braun.

Appendix

Appendix

Low Participation Scenario

You are looking for an elective course to take in the next semester. You set up an appointment and meet with your designated advisor to find an elective course that matches your interests. After listening to you, the advisor reviews your academic record and then looks for possible electives in the course catalogue. The advisor further reviews the descriptions of several courses and evaluates their content in respect to your interests. After identifying the elective course, you enroll in it but later find it to NOT match your interests. You do not want to stay in this course.

High Participation Scenario

You are looking for an elective course to take in the next semester. You set up an appointment and meet with your designated advisor to find an elective course that matches your interests. After listening to you, the advisor puts you in charge and asks you to return after you have compiled detailed information on possible courses from the catalogue that match your interests. You spend a considerable amount of time finding courses and return and report to the advisor. After identifying the elective course, you enroll in it but later find it to NOT match your interests. You do not want to stay in this course.

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Braun, J., Zolfagharian, M. Student Participation in Academic Advising: Propensity, Behavior, Attribution and Satisfaction. Res High Educ 57, 968–989 (2016). https://doi.org/10.1007/s11162-016-9414-2

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