{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/11653"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/11653","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"An explanatory sequential mixed methods study : measuring and exploring community college students' perceptions of their academic advising experience.","abstract":"There is a gap in research about students' perceptions of their academic advising experience. Leveraging a mixed methods approach to community college students' perceptions of academic advising provides vital data to improve advising for students. Chickering and Reisser (1993) developed a theory of student identity formation known as the seven vectors, which was used in this explanatory sequential mixed methods study to measure and explore student satisfaction with their advising experience. It is essential for advisors to be knowledgeable about advising theories such as Chickering and Reisser's (1993) seven vectors of student identity in order to provide students with high-quality advisory services (Roufs, 2015). The central research question of this study was: How do the student's survey responses (quantitative) and student interviews (qualitative) contribute to a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven vectors of student identity development and students' perception of their advising experience? To answer the question the researcher distributed a survey and conducted semi-structured interviews (Galletta & Cross, 2013) with community college students in an effort to gain a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven dimensions of student identity development and students' perceptions of their advising experience. Using the survey data, the researcher discovered that students' overall assessment of their advising experience was excellent; nevertheless, the satisfaction with the questions in vector four, establishing identity (Chickering & Reisser, 1993), was the lowest. It is critical to ensure that student satisfaction is met in all areas because it can have an impact on a student's overall college experience (Kuh et al., 2005). Four recurrent themes emerged from the student interview: (a) work challenges, (b) helpfulness, (c) time management, and (d) student engagement. Corresponding with the first phase of this study, once again, vector four—establishing identity (Chickering & Reisser, 1993)—was found to be the weakest area of advising sessions. According to the findings, knowing a student's identity development can increase the percentage of students' satisfaction, and therefore increase the likelihood that they will successfully continue their college education (Higbee, 2002; Kuh et al., 2005).","abstract_html":"There is a gap in research about students' perceptions of their academic advising experience. Leveraging a mixed methods approach to community college students' perceptions of academic advising provides vital data to improve advising for students. Chickering and Reisser (1993) developed a theory of student identity formation known as the seven vectors, which was used in this explanatory sequential mixed methods study to measure and explore student satisfaction with their advising experience. It is essential for advisors to be knowledgeable about advising theories such as Chickering and Reisser's (1993) seven vectors of student identity in order to provide students with high-quality advisory services (Roufs, 2015). The central research question of this study was: How do the student's survey responses (quantitative) and student interviews (qualitative) contribute to a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven vectors of student identity development and students' perception of their advising experience? To answer the question the researcher distributed a survey and conducted semi-structured interviews (Galletta & Cross, 2013) with community college students in an effort to gain a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven dimensions of student identity development and students' perceptions of their advising experience. Using the survey data, the researcher discovered that students' overall assessment of their advising experience was excellent; nevertheless, the satisfaction with the questions in vector four, establishing identity (Chickering & Reisser, 1993), was the lowest. It is critical to ensure that student satisfaction is met in all areas because it can have an impact on a student's overall college experience (Kuh et al., 2005). Four recurrent themes emerged from the student interview: (a) work challenges, (b) helpfulness, (c) time management, and (d) student engagement. Corresponding with the first phase of this study, once again, vector four—establishing identity (Chickering & Reisser, 1993)—was found to be the weakest area of advising sessions. According to the findings, knowing a student's identity development can increase the percentage of students' satisfaction, and therefore increase the likelihood that they will successfully continue their college education (Higbee, 2002; Kuh et al., 2005).","abstract_has_math":false,"creators":["Devora-Jones, Kayla D., 1983-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Talbert, Tony L."],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08","date_published":"2021-08","updated_at":"2026-07-24T01:08:23Z","subjects":["Academic advising.","Identity development theory.","Community college."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/11653","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Talbert, Tony L."]},{"key":"dc:creator","label":"Author","values":["Devora-Jones, Kayla D., 1983-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-10-08T13:51:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-10-08T13:51:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic advising.","Identity development theory.","Community college."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/11653"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a gap in research about students' perceptions of their academic advising experience. Leveraging a mixed methods approach to community college students' perceptions of academic advising provides vital data to improve advising for students. Chickering and Reisser (1993) developed a theory of student identity formation known as the seven vectors, which was used in this explanatory sequential mixed methods study to measure and explore student satisfaction with their advising experience. It is essential for advisors to be knowledgeable about advising theories such as Chickering and Reisser's (1993) seven vectors of student identity in order to provide students with high-quality advisory services (Roufs, 2015). The central research question of this study was: How do the student's survey responses (quantitative) and student interviews (qualitative) contribute to a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven vectors of student identity development and students' perception of their advising experience? To answer the question the researcher distributed a survey and conducted semi-structured interviews (Galletta & Cross, 2013) with community college students in an effort to gain a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven dimensions of student identity development and students' perceptions of their advising experience. Using the survey data, the researcher discovered that students' overall assessment of their advising experience was excellent; nevertheless, the satisfaction with the questions in vector four, establishing identity (Chickering & Reisser, 1993), was the lowest. It is critical to ensure that student satisfaction is met in all areas because it can have an impact on a student's overall college experience (Kuh et al., 2005). Four recurrent themes emerged from the student interview: (a) work challenges, (b) helpfulness, (c) time management, and (d) student engagement. Corresponding with the first phase of this study, once again, vector four—establishing identity (Chickering & Reisser, 1993)—was found to be the weakest area of advising sessions. According to the findings, knowing a student's identity development can increase the percentage of students' satisfaction, and therefore increase the likelihood that they will successfully continue their college education (Higbee, 2002; Kuh et al., 2005)."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An explanatory sequential mixed methods study : measuring and exploring community college students' perceptions of their academic advising experience."]}]}],"canonical_facts":{"dc:contributor.advisor":["Talbert, Tony L."],"dc:creator":["Devora-Jones, Kayla D., 1983-"],"dc:date.accessioned":["2021-10-08T13:51:36Z"],"dc:date.available":["2021-10-08T13:51:36Z"],"dc:date.issued":["2021-08"],"dc:description.abstract":["There is a gap in research about students' perceptions of their academic advising experience. Leveraging a mixed methods approach to community college students' perceptions of academic advising provides vital data to improve advising for students. Chickering and Reisser (1993) developed a theory of student identity formation known as the seven vectors, which was used in this explanatory sequential mixed methods study to measure and explore student satisfaction with their advising experience. It is essential for advisors to be knowledgeable about advising theories such as Chickering and Reisser's (1993) seven vectors of student identity in order to provide students with high-quality advisory services (Roufs, 2015). The central research question of this study was: How do the student's survey responses (quantitative) and student interviews (qualitative) contribute to a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven vectors of student identity development and students' perception of their advising experience? To answer the question the researcher distributed a survey and conducted semi-structured interviews (Galletta & Cross, 2013) with community college students in an effort to gain a better understanding of the anticipated relationship between Chickering and Reisser's (1993) seven dimensions of student identity development and students' perceptions of their advising experience. Using the survey data, the researcher discovered that students' overall assessment of their advising experience was excellent; nevertheless, the satisfaction with the questions in vector four, establishing identity (Chickering & Reisser, 1993), was the lowest. It is critical to ensure that student satisfaction is met in all areas because it can have an impact on a student's overall college experience (Kuh et al., 2005). Four recurrent themes emerged from the student interview: (a) work challenges, (b) helpfulness, (c) time management, and (d) student engagement. Corresponding with the first phase of this study, once again, vector four—establishing identity (Chickering & Reisser, 1993)—was found to be the weakest area of advising sessions. According to the findings, knowing a student's identity development can increase the percentage of students' satisfaction, and therefore increase the likelihood that they will successfully continue their college education (Higbee, 2002; Kuh et al., 2005)."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/11653"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Academic advising.","Identity development theory.","Community college."],"dc:title":["An explanatory sequential mixed methods study : measuring and exploring community college students' perceptions of their academic advising experience."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:23Z"}