Does Contact With Advisors Predict Judgments and Attitudes Consistent With Student Success? A Multi-institutional Study

Abstract

We introduce 5 cognitive and 3 affective outcome measures related to student judgments and attitudes that might result from quality advising encounters. The outcomes have been linked to, or can be conceptualized as predictive of, retention. We examined these outcomes in an online survey of 22,305 students from 2 community colleges and 7 universities as a function of (a) whether or how often students contacted faculty/professional advisors in the formal advising system and (b) whether students consulted advisors, self-advised using official advising materials, or relied upon advice from informal sources to choose required classes. Students who contacted advisors scored higher on all outcomes: They reported more knowledge and attitudes consistent with continuing at their institution and completing their educational program.