Predicting satisfaction with advising among Hmong undergraduate students

This exploratory quantitative study examines the advising satisfaction of 295 Hmong undergraduate students. Findings from the logistic regression analysis revealed statistically significant associations between advising satisfaction and advising engagement variables representing advising from where, advising by who, and type of advising approach. Receiving advising from student support programs, by academic advisors, and developmental advising significantly increased the odds of being satisfied with advising in general and various aspects of the advising experience. The author concludes with implications for research and practice that colleges and universities can consider to increase advising satisfaction among Hmong students.