%0 Thesis %1 shive_academic_1987 %A Shive, Rachel Carden %C Washington, DC %D 1987 %K AND COUNSELING EDUCATION, GUIDANCE %T The academic advising needs of a sample of undergraduate students at a small, private, church-related university %X The purpose of this study was to ascertain the needs of a sample of undergraduate students at Marymount University (MU), a small, private, church-related school, for 26 elements, and four dimensions of academic advising, as assessed through the Academic Advising Needs Inventory (AANI), and to draw implications from the findings regarding the development and/or modification of the academic advising program at MU. Data were collected through the AANI, an inventory developed by the researcher. It consists of 26 elements of academic advising grouped by Academic, Personal, Information, or Career Dimension. The "extent of need" for each element was indicated by selecting one of five response alternatives (None, Weak, Medium, Strong, and Very Strong). The AANI was administered to 448 students in selected classes in October 1986. Advising needs were studied for the total sample, by college classes, schools of enrollment, and achievement levels. Findings are: (1) Elements "Most Needed" were for a "friendly," "responsive," advisor who "helps with academic program planning," "conveys job placement procedures," "helps find answers," and "refers appropriately." (2) Elements "Least Needed" were: "help in identifying educational interests," "help in choosing a career and a major," and "help with personal problems, values, self-confidence, and decision-making skills." (3) Subgroups' advising needs (when compared to the needs of the total sample), seemed to differ based on transition experiences (college class), academic or career concerns (school of enrollment), and academic concerns (achievement level). (4) The Kruskal-Wallis (KW) test (a nonparametric technique) indicated that at least two of the college classes and at least two of the achievement levels, differed significantly (.05 and.01 levels respectively) in their need for the Academic Dimension (AD). (5) The KW test indicated that at least two of the schools of enrollment differed significantly (.01 level) in their need for the Career Dimension. To meet the academic advising needs of students from diverse student subgroups, advisors should vary their emphases on advising elements and dimensions according to the specific needs of the subgroup populations to which these students belong.

@phdthesis{shive_academic_1987, abstract = {The purpose of this study was to ascertain the needs of a sample of undergraduate students at Marymount University (MU), a small, private, church-related school, for 26 elements, and four dimensions of academic advising, as assessed through the Academic Advising Needs Inventory (AANI), and to draw implications from the findings regarding the development and/or modification of the academic advising program at MU. Data were collected through the AANI, an inventory developed by the researcher. It consists of 26 elements of academic advising grouped by Academic, Personal, Information, or Career Dimension. The "extent of need" for each element was indicated by selecting one of five response alternatives (None, Weak, Medium, Strong, and Very Strong). The AANI was administered to 448 students in selected classes in October 1986. Advising needs were studied for the total sample, by college classes, schools of enrollment, and achievement levels. Findings are: (1) Elements "Most Needed" were for a "friendly," "responsive," advisor who "helps with academic program planning," "conveys job placement procedures," "helps find answers," and "refers appropriately." (2) Elements "Least Needed" were: "help in identifying educational interests," "help in choosing a career and a major," and "help with personal problems, values, self-confidence, and decision-making skills." (3) Subgroups' advising needs (when compared to the needs of the total sample), seemed to differ based on transition experiences (college class), academic or career concerns (school of enrollment), and academic concerns (achievement level). (4) The Kruskal-Wallis (KW) test (a nonparametric technique) indicated that at least two of the college classes and at least two of the achievement levels, differed significantly (.05 and.01 levels respectively) in their need for the Academic Dimension (AD). (5) The KW test indicated that at least two of the schools of enrollment differed significantly (.01 level) in their need for the Career Dimension. To meet the academic advising needs of students from diverse student subgroups, advisors should vary their emphases on advising elements and dimensions according to the specific needs of the subgroup populations to which these students belong.}, added-at = {2018-06-19T15:20:34.000+0200}, address = {Washington, DC}, author = {Shive, Rachel Carden}, biburl = {https://www.bibsonomy.org/bibtex/2e5bda66c635a1c51b838d3e76cad2dd3/prophe}, interhash = {657d92a5be6254af4f361c26c2d6322c}, intrahash = {e5bda66c635a1c51b838d3e76cad2dd3}, keywords = {AND COUNSELING EDUCATION, GUIDANCE}, school = {The American University}, shorttitle = {The academic advising needs of a sample of undergraduate students at a small, private, church-related university}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {The academic advising needs of a sample of undergraduate students at a small, private, church-related university}, type = {{PhD} {Thesis}}, year = 1987 }