Academic advising as teaching: undergraduate student perceptions of advisor confirmation

IF 0.9 Q3 COMMUNICATION

COMMUNICATION EDUCATION Pub Date : 2022-10-23 DOI:10.1080/03634523.2022.2131856

Sara Pitts, S. Myers

引用次数: 1

Abstract

ABSTRACT The purpose of this study was to explore the role that confirmation plays in the academic advising context, with a focus on identifying the specific confirmation behaviors that advisees perceive their advisors to use with them during advising sessions. Participants were 33 undergraduate students who participated in one of six focus groups. Data analysis identified four confirming behaviors used by academic advisors: recognize students’ experiences outside the classroom, collaborate on educational/career goals, recall prior interactions with students, and offer praise and positive feedback. Participants also identified three disconfirming behaviors used by academic advisors: fail to give students their full attention, answer questions indirectly, and refuse to personalize student experiences. This study extends the conceptualization of confirmation into the academic advising context; while academic advising and teaching are often likened, this study found distinct confirmation behaviors are used in the academic advisor–advisee relationship.

查看原文本刊更多论文

学术咨询即教学：大学生对导师确认的认知

本研究的目的是探讨确认在学术咨询中所扮演的角色，重点是确定被建议者在咨询会议期间感知到的顾问与他们一起使用的具体确认行为。参与者是33名本科生，他们参加了六个焦点小组中的一个。数据分析确定了学术顾问使用的四种确认行为:认可学生在课堂外的经历，在教育/职业目标上合作，回忆以前与学生的互动，以及给予表扬和积极的反馈。参与者还指出了学术顾问使用的三种不确定行为:没有给予学生充分的关注，间接回答问题，拒绝个性化学生体验。本研究将确认的概念扩展到学术咨询情境中;虽然学术建议和教学经常被相提并论，但这项研究发现，在学术顾问与被顾问的关系中，不同的确认行为被使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues