عنوان

The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of First-year Saudi College Students

Number

TLpq2444411230

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of First-year Saudi College Students

General Material Designation

[Thesis]

First Statement of Responsibility

Awadh, Maryam

Subsequent Statement of Responsibility

Ma, Ting-Lan

Name of Publisher, Distributor, etc.

Edgewood College

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

126

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Edgewood College

Text preceding or following the note

2019

Text of Note

One aim of all educational institutions is to advance the relationship between academic advising and students' outcomes. The purpose of this study was to examine whether the level of quality of academic advising as measured by the advisor's meeting frequently, informative and availability, educational support, and career support predict students' persistence outcomes as measured by college loyalty, intent to drop out, social integration, and academic integration. This study helps provide evidence and empirical data to the field of academic advising by investigating its relationship with students' college commitment. The study was guided by Tinto integration theory (1987) and Astin involvement theory (1984) and used a quantitative method. The data were collected by distributing an online survey containing four sections: Students' demographic information, students' persistence, college commitment (including the social and academic integration), and the quality of academic advising. The sample was compromised of 90 undergraduate male and female freshman students from a large university in Saudi Arabia. Pearson correlations and a regression model were conducted to statistically analyze the relationship between the quality of academic advising and students' persistence and their social and academic integration. The results showed that academic advising (e.g., the educational support and career support) positively predicted students' perceived academic integration. Another positive correlation was found between the students' persistence (e.g., the college loyalty) and the academic integration of students. These findings suggest that quality academic advising matters for students' college commitment. Future research should continue exploring the relationships between academic advising quality and students' college commitment without being limited to public institutions or homogeneous participants.

Educational leadership

Higher education

Awadh, Maryam

Ma, Ting-Lan

Electronic name

p

[Thesis]

276903

a

Y