Doctor of Philosophy (PhD)


Educational Leadership, Research and Counseling

Document Type



This study seeks to understand the perceptions of advisors and students about the TRIO Student Support Services they provide or receive, with particular attention to how their perceptions relate to best practice theories of developmental and prescriptive advising behaviors. By comparing the perceptions of stakeholders to the theory behind the services, a better understanding of the current advising practice of Student Support Services (SSS) is obtained. Data for this study were derived from the Academic Advising Inventory (AAI), a compilation of both advisors’ and students’ perceptions of services in SSS. Observations and quantitative data were used in this study. Five advisors and 25 students from three institutions participated in this study. Advisors and students overwhelmingly perceived developmental advising in observed advising sessions; however, advisors’ and students’ scores widely ranged. Advisors tended to overscore their advising behavior and students tended to underscore their advisors’ advising behavior. Inconsistencies were detected of perceptions of topic/activity frequency between advisors, students and me. Students also reported being “very satisfied” with the advising services they received in the SSS programs. Results of this study can be used to: 1) identify optimum advising behaviors in Student Support Services; 2) raise the importance and recognition level on the differences and similarities of advisor and student perceptions of services which can and do have an impact on the creation of advising policies; 3) recognize and understand kinds of discrepancies and homogeneity of advisor and student perceptions of advising services to assist and support the needs of disadvantaged students; 4) assess, design or revise advising training programs for SSS advisors and possibly for campus-wide advisor training programs as well.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Becky Ropers-Huilman



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Education Commons