The Faculty Advisor Evaluation Questionnaire: Psychometric Properties

Abstract

AIM This study tested the psychometric properties of The Faculty Advisor Evaluation Questionnaire (FAEQ) in a larger and more diverse sample than earlier studies. BACKGROUND High‐quality academic advising enhances the educational development of students, but the ability to evaluate and improve advising depends on the availability of instruments that produce valid and reliable scores. METHOD The FAEQ was tested on 545 students enrolled in a four‐year college or university. Bartlett's test of sphericity supported the factorability of the data, and sampling adequacy was supported by Kaiser‐Meyer‐Olkin (KMO) testing. The factor structure was examined using exploratory (EFA) and confirmatory factor analysis (CFA). RESULTS EFA yielded a four‐factor solution (Advising Session, Advocacy/Accountability, Knowledge, and Availability). The goodness‐of‐fit indexes supported the structural equation model (CFA). Internal consistency reliability is 0.976. CONCLUSION The psychometric properties of the FAEQ indicate that it enables valid and reliable measurement of four domains of academic advising.