Abstract

Abstract:

Using survey data from 156 bachelor's-granting institutions, this study explored the relationship between academic advising services and seniors' grades and self-perceived gains. We found advising experiences has a positive relationship with students' grades and self-perceived gains. In addition, our results indicate that the institutional advising climate is positively correlated with perceived gains, but not grades. The results also showed that the relationships between advising and students' learning and development varied across institutions. Implications for policy and practice were discussed.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 1283-1307
Launched on MUSE
2019-07-12
Open Access
No
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