Purpose -This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach -Student participants (n ¼ 611) completed a survey exploring their expectations of and experience with academic advising. Principal axis factor analysis, multiple regression analyses, and analyses of variance were applied to student responses. Findings -Six interpretable factors (i.e. advisor accountability, advisor empowerment, student responsibility, student self-efficacy, student study skills, and perceived support) significantly related academic advising to student success. Differences emerged with regard to advisement of demographically diverse students. Practical implications -The results suggest improvements in advising practices, particularly interventions focused on specific demographic populations. Originality/value -The present study contributes to existing literature by expanding advising research beyond student satisfaction to explore how it influences student success. Additionally, results suggest a need for future research that further develops the concept and practice of quality academic advising.

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Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.

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