First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate academic success are needed. This study presents a mixed method approach to examine intrusive academic advising and the impact of this program on first-year students enrolled at a four-year, private institution. Semi-structured interviews and the College Self Efficacy Inventory were utilized to gather the data.
First-year students in this study did experience measurable increases in academic self efficacy upon completion of the first term of enrollment. The support of faculty, advisors, and other students contributed to the confidence levels of students to earn a degree at the university. The role of advisors in providing structure and organization to help keep students on track to graduation was perceived to be the most valuable role of advisors. The findings support the value of academic advisors on college and university campuses.
","abstract_html":"<p>First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate academic success are needed. This study presents a mixed method approach to examine intrusive academic advising and the impact of this program on first-year students enrolled at a four-year, private institution. Semi-structured interviews and the College Self Efficacy Inventory were utilized to gather the data.</p><p>First-year students in this study did experience measurable increases in academic self efficacy upon completion of the first term of enrollment. The support of faculty, advisors, and other students contributed to the confidence levels of students to earn a degree at the university. The role of advisors in providing structure and organization to help keep students on track to graduation was perceived to be the most valuable role of advisors. The findings support the value of academic advisors on college and university campuses.</p>","abstract_has_math":false,"creators":["Miller, Lauren Kemner"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:08Z","subjects":["academic advising","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Miller, Lauren Kemner"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:08:25Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic advising","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate academic success are needed. This study presents a mixed method approach to examine intrusive academic advising and the impact of this program on first-year students enrolled at a four-year, private institution. Semi-structured interviews and the College Self Efficacy Inventory were utilized to gather the data.
First-year students in this study did experience measurable increases in academic self efficacy upon completion of the first term of enrollment. The support of faculty, advisors, and other students contributed to the confidence levels of students to earn a degree at the university. The role of advisors in providing structure and organization to help keep students on track to graduation was perceived to be the most valuable role of advisors. The findings support the value of academic advisors on college and university campuses.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Intrusive Advising on Academic Self Efficacy Beliefs in First-Year Students in Higher Education"]}]}],"canonical_facts":{"dc:creator":["Miller, Lauren Kemner"],"dc:date.available":["2016-03-31T17:08:25Z"],"dc:description.abstract":["First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate academic success are needed. This study presents a mixed method approach to examine intrusive academic advising and the impact of this program on first-year students enrolled at a four-year, private institution. Semi-structured interviews and the College Self Efficacy Inventory were utilized to gather the data.
First-year students in this study did experience measurable increases in academic self efficacy upon completion of the first term of enrollment. The support of faculty, advisors, and other students contributed to the confidence levels of students to earn a degree at the university. The role of advisors in providing structure and organization to help keep students on track to graduation was perceived to be the most valuable role of advisors. The findings support the value of academic advisors on college and university campuses.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/151"],"dc:subject":["academic advising","Higher Education Administration"],"dc:title":["The Impact of Intrusive Advising on Academic Self Efficacy Beliefs in First-Year Students in Higher Education"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:55:08Z"}