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Academic advising is integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.

Advisor Beliefs, Practices, and Perceptions of Well-Being: Development of an Advisor Self-Evaluation Instrument