Differences in Traditional and Nontraditional Students' Preferences for Advising Services and Perceptions of Services Received
When traditional students' perceptions of advising were compared to those of nontraditional students, the traditional students placed more value on developmental advising. Overall, traditional students were less satisfied with both the developmental and the prescriptive advising that they had received. However, both groups reported discrepancies between the developmental advising they wanted and what they were receiving.
Contributor Notes
A version of this article was presented at the 1991 NACAD A Region Seven Conference in New Orleans and at the 1991 National Conference on Academic Advising in Louisville, Kentucky. Lynda L. Fielstein and Michael T. Scoles are Associate Professors of Psychology and Counseling. Kendall J. Webb is currently an educational examiner in the Pine Bluff public schools. The authors would like to acknowledge Jon Barton, Darcy Horton, Daniel Naegeli, Frances Shepard, and Jay Wians for their comments and assistance in the preparation of this article. Address correspondence concerning this article to Lynda L. Fielstein, Department of Psychology and Counseling, University of Central Arkansas, Conway, AR 72035.
