Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor

Autor/inn/en	Leach, Rebecca B.; Wang, Tiffany R.
Titel	Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor
Quelle	In: Communication Education, 64 (2015) 3, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2015.1038726
Schlagwörter	Academic Advising; Faculty Advisers; Teacher Student Relationship; Motivation; Undergraduate Students; Semi Structured Interviews; Interpersonal Relationship; Educational Needs; Self Efficacy; Participative Decision Making; Student Attitudes; Student Behavior; Etiology; Attribution Theory; Qualitative Research + Suchen Sie Ihr Suchwort? Akademischer Rat; Teacher student relationships; Lehrer-Schüler-Beziehung; psychologische; Motivation (psychologisch); Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational need; Bildungsbedarf; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Student behaviour; Ätiologie; Qualitative Forschung
Abstract	This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic advisors: relational, participatory, encouragement, sycophanting, functional, and excuse-making. Given the variety of motives, findings support the value of establishing clear expectations about the academic advising relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01