The Relationship between Academic Advising and the Academic Success of First-Generation, First Time in College Students
Year: 2025
Type: article
Study design: Observational Study
Abstract: Students navigate a variety of challenges that impact their success. As of 2024, Florida uses a myriad of metrics to predict retention rates. Studies have highlighted a relationship between students’ Year 2 retention and 4-year graduation rates. Recently, a large, urban university made significant investments in academic advising. The increased funding was influenced by a shift to gain a preeminent designation in the state. This study sought to determine what relationship, if any, academic advising had on student academic success. Quantitative analysis concluded that academic advising was connected to increased institutional grade point averages, retention to the second year, and academic standing. Increased interaction with academic advising correlated with increased institutional grade point average. The study findings aligned with Astin’s Student Involvement Theory, indicating that the quantity of engagement with institutions enhances academic success. Institutions must ensure that policy and institutional programming support meaningful interactions between first-generation, first-time in college students with academic advising professionals.
Author: Leonard, Nina
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7111834068
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