Academic advising as teaching: undergraduate student perceptions of advisor confirmation

ABSTRACT The purpose of this study was to explore the role that confirmation plays in the academic advising context, with a focus on identifying the specific confirmation behaviors that advisees perceive their advisors to use with them during advising sessions. Participants were 33 undergraduate students who participated in one of six focus groups. Data analysis identified four confirming behaviors used by academic advisors: recognize students’ experiences outside the classroom, collaborate on educational/career goals, recall prior interactions with students, and offer praise and positive feedback. Participants also identified three disconfirming behaviors used by academic advisors: fail to give students their full attention, answer questions indirectly, and refuse to personalize student experiences. This study extends the conceptualization of confirmation into the academic advising context; while academic advising and teaching are often likened, this study found distinct confirmation behaviors are used in the academic advisor–advisee relationship.