Informing, Apprising, Guiding, and Mentoring: Constructs Underlying Upperclassmen Expectations for Advising

Abstract

We examined the mental constructs that guide students' expectations for advisor behavior. Through exploratory factor analysis, we identified four factors that underlie students' expectations. Interpretive analysis revealed underlying dimensions reflected by the factors of advisor role and enactment level. Specifically, the first dimension reflected that advisors may be expected to perform as academic and developmental advisor. The second dimension showed a refinement of factors such that each role could be enacted in a generalized or individualized manner. Based on the identified role and enactment level, four constructs were posited to guide students' expectations for advisors: informing, mentoring, guiding, and apprising. Findings suggest that students prefer that advisors display the informing, guiding, and apprising behaviors significantly more than mentoring behaviors. Relative emphasis: * theory, research, practice