Promoting Persistence: The Role of Academic Advisors

Tippetts, Megan; Brandley, Andrea Thomas; Metro, Jolyn; King, M. E.; Ogren, Christopher; Zick, Cathleen D.

doi:10.1177/1521025120924804

Cited by 11 publications

(3 citation statements)

References 30 publications

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“…This core proposition of Tinto's theory has guided the development of many campus-based interventions (e.g. Rasco et al , 2020; Tippetts et al , 2020). However, several argue Tinto's model does not explain the experiences of diverse students (see, Metz, 2004).…”

Section: Discussionmentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

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PurposeThis study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.Design/methodology/approachUsing a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.FindingsBivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.Research limitations/implicationsThe main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.Practical implicationsThe research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.Originality/valueThis study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

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Section: Discussionmentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

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“…He argues early intervention with students through academic advising can set students on a path to graduation. Indeed, empirical studies reveal an impactful way to increase persistence is to connect students with academic advisors (Astin, 1975;Bai & Pan, 2009;Bettinger & Baker, 2014;Deil-Amen & Rosenbaum, 2003;Kot, 2014, Tippetts, et al, 2020. For example, Betting and Baker (2014) report students who met with an advising coach were 5% more likely to persist compared to students in a control group.…”

Section: Literature Reviewmentioning

confidence: 99%

Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

et al. 2022

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As colleges and universities strive to increase persistence and aid students in reaching graduation, they are utilizing alternative communication strategies like text messaging. Behavioral economics researchers suggest personalized, regular nudges can help college students make decisions that positively impact their college career and keep them on track for graduation. The current study presents the results of a randomized field experiment where a text messaging program was implemented in a large college at a public university. The intervention utilized a mixture of automated and personalized text messages from academic advisors and allowed for two-way communication between individual students and their major advisor. Mulitvariate analyses revealed the intervention had no impact on university persistence, but it did increase the odds of persisting in the college to the end of the semester, moving the average, overall college persistence rate from 93 to 95%. Effects were concentrated on underclass students, whose persistence rate moved from 87 to 93% at the college level. Underclass students also showed statistically significant university persistence effects, moving from 90 to 95%. Students who received texts but never engaged with the texting program were significantly less likely to request an advising appointment or to apply to be a student ambassador than were students in the control group. More research is needed to understand what motivates a student to engage with the texting software and to identify what the longer-term consequences of using text messaging to communicate with students might be.

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“…Formal advising in online programs has been shown to contribute to success in careers, post-graduation, as well as successful degree completion (Craft, Augustine-Shaw, Fairbanks & Adams-Wright, 2016;McGill (2019). Academic advising promotes persistence (Tippetts et al, 2022), and helps students to overcome the impact of long-term disruptions on success (Sholes, Sullivan, & Self, 2023). Further, psychological distress may be alleviated through online academic advising support (Askar, Adawiyah, & Nurdin, 2021).…”

Section: Introductionmentioning

confidence: 99%

Course-Embedded Advising for International Students: Opportunities for Engagement Building

Dennis

2024

JHETP

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This pilot involved the implementation of a course-embedded advising model in a graduate level ethics course of a small international university. Online education has been employed to reduce the effects of massification and target resources (Franco et al., 2019; Yann & Ibrahim, 2020) with the aim of increasing assess to education in underserved and developing countries. Online education improves access but access alone does not suffice. Quality in online courses, determined in part by engagement, is one factor that may address inequity of access Adarkwah (2021). Lessons learned and future directions are discussed in the context of Self-Determination Theory.

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Promoting Persistence: The Role of Academic Advisors

Cited by 11 publications

References 30 publications

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence

Course-Embedded Advising for International Students: Opportunities for Engagement Building

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