Date of Award
2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
Academic advising in higher Education has been affected by many factors since its development at Harvard College in 1636 (Brubacher & Rudy, 1997). Currently in higher Education, 33% of first year students do not return for their second year of academic work (U.S. News and World Report, 2015); only 60% of students graduate college within a six-year period (Porter, 1990). As universities place emphasis on increasing retention and graduation rates, academic advising has developed into a new form of advising, intrusive advising. Intrusive advising aims to give support to students in order for them to become more prepared and capable of performing at the college level by using one-on-one advising sessions, supplemental academic work such as tutoring, and other additional requirements. This study sought to examine the effectiveness of the intrusive advising program at Indiana State University and explored the efficacy of the program across different demographics. A significant relationship was found between amount of time spent in advising and retention. Time spent in advising, generation status, self-efficacy level, and ethnicity were found to be significant predictors of retention. From this study, the university will be better able to implement the intrusive advising program to target specific needs.
Recommended Citation
Reader, Caroline Mulhall, "The Effectiveness Of Intrusive Advising Programs On Academic Achievement And Retention In Higher Education" (2018). All-Inclusive List of Electronic Theses and Dissertations. 1743.
https://scholars.indianastate.edu/etds/1743