College Students' Perceived Quality of Academic-Related Advice from Peers

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dc.contributor.advisorTaniguchi-Dorios, Emiko
dc.contributor.authorBumanglag, Mark Jehnsen Sapigao
dc.contributor.departmentCommunicology
dc.date.accessioned2023-02-23T23:56:44Z
dc.date.available2023-02-23T23:56:44Z
dc.date.issued2022
dc.description.abstractGiving advice can be challenging especially when the recipient is in distress. Previous research shows that advice messages that communicate politeness are often perceived as higher in quality. Moreover, other factors such as problem seriousness may play a role in the evaluation of advice quality. Drawing on advice response theory (ART), this study aimed to explore (a) the relationship between politeness (positive and negative facework) and recipient’s perceptions of advice quality in solicited advice situations and (b) if problem seriousness moderates this association. This study focused on college students’ perceptions of academic-related advice from their peers. Participants were recruited from college students taking a Communicology course at the University of Hawaiʻi at Mānoa. Participants were asked to complete an online survey assessing their perceptions on politeness, problem seriousness, and quality of the advice from their peers. A regression analysis revealed that only positive facework (but not negative facework) significantly predicted advice quality. Furthermore, problem seriousness did not moderate the relationship between facework and advice quality.
dc.description.degreeM.A.
dc.identifier.urihttps://hdl.handle.net/10125/104601
dc.languageeng
dc.publisherUniversity of Hawaii at Manoa
dc.subjectPeer counseling of students--Evaluation
dc.subjectCommunication and education
dc.subjectCounseling in higher education
dc.subjectadvice quality
dc.titleCollege Students' Perceived Quality of Academic-Related Advice from Peers
dc.typeThesis
dc.type.dcmiText
local.identifier.alturihttp://dissertations.umi.com/hawii:11638

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