International graduate students’ satisfaction with academic advising and school engagement

Abstract

International students studying abroad often face significant challenges in their academic work and adapting to new environments. Without sufficient support, these challenges can lead to stress and depression, which may lead to a low level of school engagement (SE). Academic advising is important for positive intervention. This study examined the relationship between satisfaction with academic advising (SAA) and SE. A quantitative approach with correlational, regression, and survey methods was used. Data were gathered from 90 current students and alumni. The level of SAA was at a “satisfied”, while SE was at a “high”. Two analyses of variance (ANOVA) were conducted, revealing no significant difference in satisfaction with advising or SE from academic stages. A t-test was conducted to examine gender differences in satisfaction with advising and SE; results showed no significant difference between male and female respondents. These findings implied that satisfaction with advising and SE is stable across genders. The study contributes to understanding the role of academic advising in promoting student engagement and indicates current advising practices are successfully supporting a diverse range of student demographics. Future research may explore additional factors that influence advising satisfaction and engagement, like extracurricular involvement and frequency and depth of engagement.