Effective advising: How academic advising influences student learning outcomes in different institutional contexts

Abstract

Using survey data from 156 bachelor's-granting institutions, this study explored the relationship between academic advising services and senior's grades and self-perceived gains. We found advising experiences has a positive relationship with students' grades and self-perceived learning gains. Additionally, our results indicate that the institutional advising climate is positively correlated with perceived learning gains, but not grades. The results also showed that the relationships of advising and students' learning and development varied across institutions. Implications for policy and practice are discussed.