Advisees' Expectations for Support as Moderator Between Advisor Behavior and Advisee Perceptions of Advisor Behavior

Abstract

We tested relationships between students' expectations of psychosocial and career support through a peer advising program, the frequency of advisor behaviors consistent with these types of support (coded from transcripts), and advisee perceptions after receiving such support. Participants were 179 advisor–advisee dyads at a large southeastern university. Results demonstrated that advisees' expectations of psychosocial support were positively related to their perceptions of having received such support but not to the frequency of relevant advisor behaviors. Advisee expectations for career support did not predict advisor behavior. However, such expectations strengthened the relationship between the frequency of relevant advisor behaviors and advisees' perceptions of the career support received. These results underscore the importance of aligning advisor–advisee expectations and behaviors.