Undergraduate students’ perceptions of their advisors: socioCommunicative style and perceptions of relational satisfaction

• Narissra Punyanunt-Carter ^[1] ; Stacy Carter ^[1]
  1. [1] Texas Tech University

     Texas Tech University

     Estados Unidos

     
• Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 5, Nº. 2, 2015, págs. 14-23
• Idioma: inglés
• DOI: 10.18870/hlrc.v5i2.188
• Enlaces
  • Texto completo
• Resumen

  • This study examined the specific interpersonal communication styles and behaviors of advisors and the expectations they have on their advisee’s level of satisfaction, as well as what characteristics lead to higher relational satisfaction in the advisor-advisee relationship. A combination of convenience and snowball sampling were utilized to obtain participants for this study. Three hundred and ninety-seven college students voluntarily completed a survey on their current advisor. The instruments used relied on the Sociocommunicative Style Scale created by Richmond and McCroskey (1985), and on the Relational Satisfaction Scale created by Beatty and Dobos (1992). Results revealed that there is a significant relationship between sociocommunicative style and relationship satisfaction. The authors note as study limitations the lack of qualitative data, the randomness of the sample, and the large proportion of female participants that resulted from the random sample. The authors conclude that by further studying variables within the advisee-advisor relationship, advisors can learn how to communicate better in order to have a satisfying and beneficial relationship with their advisees. Additionally, advisees can learn what to expect from advisement and how to attain satisfying relationships with their advisors.

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