Semester

Spring

Date of Graduation

2022

Document Type

Dissertation

Degree Type

PhD

College

Eberly College of Arts and Sciences

Department

Communication Studies

Committee Chair

Scott A. Myers

Committee Co-Chair

Alan K. Goodboy

Committee Member

Alan K. Goodboy

Committee Member

Christine E. Rittenour

Committee Member

Nate Sorber

Abstract

This dissertation examined undergraduate student perceptions of academic advisors use of communication confirmation and supportive and connected communication climate. Additionally, this dissertation investigated if academic advisors use of confirmation behaviors had an effect on student learning, specifically, cognitive learning outcomes, affective learning outcomes, and satisfaction. Focus groups were conducted with 33 current undergraduate students. First and second cycle coding of the data revealed four academic advisor confirming behaviors: (a) recognize students’ experiences outside the classroom, (b) collaborate on educational/career goals, (c) recall prior interactions with the student, and (d) offer praise and positive feedback. Additionally, students identified three disconfirming behaviors which were engaged in by academic advisors: (a) fail to give students their full attention, (b) answer questions indirectly, and (c) refuse to personalize student experiences. Over half of participants responded to focus group questions that “yes” their academic advisor’s confirmation behaviors had positively affected their cognitive learning outcomes, affective learning outcomes, and satisfaction. Four supportive and connected climate behaviors as identified by participants were: (a) inquires about student progress, (b) creates welcoming physical space, (c) solicits feedback about the advising session, and (d) exhibits knowledge of student resources. These results add to the current understanding of teacher confirmation, advisor-advisee relationships, and instructional communication. Three limitations should be considered: a lack of non-behavior based outcomes, the lack of connection between confirmation and supportive and connected climate, and failure to address the institutional context. Despite these limitations, results found in this dissertation offer future possibilities for instructional communication researchers and the practice of academic advising.

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