Academic AdvisingNCT07920471
Active-Empathic Listening and Student Persistence
A study testing Engagement-Based Academic Advising and Standard Reactive Academic Advising in people with Academic Advising, run by Al-Zaytoonah University of Jordan at 1 site in Egypt.
Trial summary
This study examined the relationship between engagement-based academic advising and undergraduate nursing students' academic success, focusing on term-to-term retention, annual credit completion, and cumulative grade point average (GPA). Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Academic Advising
- What is being tested?
- Engagement-Based Academic Advising and Standard Reactive Academic Advising
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 995 participants
- Where
- 1 siteEgypt
- Study dates
- 15 Sep 2025to 30 Apr 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- First-time, degree-seeking undergraduate nursing students enrolled at the Faculty of Nursing, Menoufia University, during the 2025-2026 academic year.
- Students assigned to one of the participating academic advisors.
- Students who completed the baseline research inventory.
- Students willing to participate and provide informed consent.
Who cannot join
- Students who withdrew from the university within the first 14 days of the academic term.
- Students with incomplete institutional academic records that prevent valid longitudinal assessment of retention, credit completion, and cumulative GPA.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Active-Empathic Listening and Undergraduate Persistence: A Relational Mechanism in Engagement-Based Advising
This study examined the relationship between engagement-based academic advising and undergraduate nursing students' academic success, focusing on term-to-term retention, annual credit completion, and cumulative grade point average (GPA). It also investigated whether advisor active-empathic listening mediated these relationships and whether the associations differed according to first-generation status and scholarship eligibility. A prospective cluster-randomized mixed-methods study was conducted among 995 first-year undergraduate nursing students assigned to 30 academic advisors. Data were collected using student-reported and observer-rated listening measures, institutional academic records, and qualitative information about advising implementation. Students with high exposure to engagement-based advising had higher odds of term-to-term retention, completed more annual credits, and achieved higher cumulative GPAs than students with low exposure. Advisor active-empathic listening partially mediated the associations between advising exposure and all three academic outcomes, accounting for approximately 40%-46% of the total effects. The association between advising exposure and GPA was stronger among first-generation students, whereas the interaction with scholarship eligibility was not statistically significant. These findings highlight the potential importance of proactive advising, collaborative academic planning, and attentive, responsive communication in supporting undergraduate persistence and achievement. The results may inform the development and evaluation of student-support strategies in nursing education, although further research across diverse institutions is needed to confirm generalizability and strengthen causal interpretation.
Read the detailed description
This study investigates the role of engagement-based academic advising in supporting undergraduate nursing students' academic progression and persistence. It focuses on the relational aspects of advising, particularly active-empathic listening, and examines how the quality of advisor-student interactions may be associated with students' academic outcomes.
The study was conducted among first-year undergraduate nursing students at Menoufia University during the 2025-2026 academic year. A total of 995 students, nested within 30 academic advisors, participated in a prospective study using a cluster-randomized mixed-methods design. Academic advisors were assigned to either an engagement-based advising condition or a standard reactive advising condition. Engagement-based advising involved proactive outreach, developmental dialogue, collaborative academic goal-setting, documented action plans, and structured follow-up. The study distinguished between students' assigned advising conditions and their actual exposure to engagement-based advising.
Academic outcomes were assessed using institutional records, including term-to-term retention, annual credit completion, and cumulative grade point average. Advisor active-empathic listening was examined using student-reported perceptions measured with the Active-Empathic Listening Scale and observed listening behaviors assessed with the Active Listening Observation Scale. Qualitative information, including advisor field notes and de-identified advising-session transcripts, was also collected to document intervention implementation and provide context for the quantitative findings.
The analysis examined associations between advising exposure and academic outcomes while accounting for relevant student characteristics and the clustering of students within academic advisors. Mediation analyses explored whether active-empathic listening represented a potential relational pathway linking advising exposure with academic outcomes. Moderation analyses examined whether these associations differed according to first-generation status and scholarship eligibility.
The findings indicated that students with greater exposure to engagement-based advising had higher odds of term-to-term retention, greater annual credit completion, and higher cumulative GPA than students with lower exposure. Advisor active-empathic listening partially mediated the associations between advising exposure and all three academic outcomes. The mediation estimates suggested that listening accounted for approximately 40%-46% of the total effects. The association between advising exposure and cumulative GPA was significantly stronger among first-generation students, whereas the interaction involving scholarship eligibility was not statistically significant.
The study highlights the potential value of evaluating academic advising according to both the frequency of student contact and the quality of advisor-student interactions. Its findings may inform the development of academic advising practices that emphasize attentive listening, collaborative planning, proactive communication, and systematic follow-up. However, because the primary analyses considered students' realized advising exposure, the results should be interpreted as evidence of meaningful associations rather than definitive proof of causality. Further research across multiple institutions and academic disciplines is needed to assess the generalizability and sustainability of these findings.
- Conditions
- Academic Advising
- Being tested
- Engagement-Based Academic Advising, Standard Reactive Academic Advising
- Keywords
- Academic Advising, Engagement-Based Advising, Active-Empathic Listening, Undergraduate Nursing Students, Student Retention, Undergraduate Student Persistence, Academic Achievement
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Engagement-Based Academic AdvisingBehavioural
A structured engagement-based academic advising intervention delivered throughout the 2025-2026 academic year to undergraduate nursing students. The intervention includes proactive advisor-initiated outreach before critical academic milestones, individualized developmental dialogue, and collaborative identification of academic goals and potential academic or nonacademic barriers. Advisors apply active-empathic listening skills, including attentive listening, recognizing students' concerns, reflective communication, paraphrasing, and open-ended questioning. Each advising session incorporates collaborative goal setting and development of a documented action plan specifying student and advisor responsibilities. Structured follow-up is conducted within four weeks to review progress, address challenges, and revise action plans when necessary. Intervention fidelity is monitored through structured checklists and advising system records.
Standard Reactive Academic AdvisingBehavioural
Standard university academic advising provided throughout the 2025-2026 academic year. Students initiated contact with assigned academic advisors regarding academic difficulties, course registration, administrative concerns, and academic progression. Advisors provided routine educational guidance, clarified university requirements, assisted with course selection, and directed students to available academic support services. No structured proactive outreach, standardized developmental dialogue, collaborative action planning, or scheduled follow-up protocol was introduced.
| Study group | Role | What they receive |
|---|---|---|
| Engagement-Based Academic Advising Group | Experimental | Participants assigned to the intervention arm received a structured engagement-based academic advising model throughout the 2025-2026 academic year. The intervention involved proactive advisor-initiated outreach before critical academic milestones and sustained individualized developmental interactions. Advisors collaboratively identified students' academic goals, assessed academic and nonacademic barriers, and developed individualized strategies to support academic progress. Active-empathic listening was integrated into advising sessions through attentive communication, recognition and understanding of students' concerns, reflective responses, paraphrasing, open-ended questioning, and responsive feedback. Each session included collaborative goal setting and a documented action plan specifying the responsibilities of both students and advisors. Receives: Behavioral: Engagement-Based Academic Advising |
| Standard Reactive Academic Advising Group | Active comparator | Participants received standard academic advising throughout the 2025-2026 academic year. Students initiated contact with assigned advisors regarding academic difficulties, registration issues, or university requirements. Advisors provided guidance on course selection, academic performance, and available support services. Unlike the intervention group, students did not receive systematic proactive outreach, structured developmental dialogue, collaborative goal setting, documented action plans, or scheduled four-week follow-up. Routine university support services remained accessible. Academic outcomes, including retention, annual credit completion, and cumulative GPA, were obtained from institutional records. Receives: Behavioral: Standard Reactive Academic Advising |
What is being measured
The primary outcome is the main question the study is designed to answer.
Term-to-Term Undergraduate Student Retention Rate
The proportion of undergraduate nursing students who remained enrolled in the subsequent major academic term. Retention was determined using institutional enrollment records and compared between students receiving engagement-based academic advising and those receiving standard reactive academic advising.
Measured: From baseline enrollment to the end of the 2025-2026 academic year (approximately 30 weeks).
Secondary outcomes (2)
Annual Credit Completion Ratio
The proportion of academic credits successfully earned relative to the total credits attempted during the academic year. It will be calculated as the number of earned credits divided by the number of attempted credits. The score ranges from 0 to 1, with higher scores indicating greater academic progress. Data will be extracted from official university records.
Measured: At the end of the academic year (Week 30; 2025-2026 academic year).
Cumulative Grade Point Average (GPA)
Cumulative academic grade point average measured on a 4.0-point scale using official university academic records. Higher scores indicate better overall academic achievement.
Measured: At the end of the academic year (Week 30; 2025-2026 academic year).
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 Nov 2026
- Study start15 Sep 2025
- Primary completion30 Apr 2026
- Study completion30 Apr 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Academic AdvisingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- This study employed a two-arm, parallel-group, cluster-randomized design. Thirty academic advisors were randomly allocated to either the engagement-based advising intervention group or the standard reactive advising control group. Undergraduate nursing students assigned to these advisors received the corresponding advising approach throughout the 2025-2026 academic year. Outcomes were assessed prospectively at baseline, mid-year, and end-of-year. The study evaluated undergraduate retention, annual credit completion, and cumulative GPA, while examining advisor active-empathic listening as a potential mediating mechanism.
- Masking
- Single blind
- Who is masked
- Investigator
- Enrolment
- 995 participants (actual)
Sponsor and investigators
- Lead sponsor
- Al-Zaytoonah University of Jordan
- Sponsor type
- University, hospital or other
- Collaborators
- Menoufia University
- Responsible party
- Principal investigator, Faten Mabrouk Nouh, Al-Zaytoonah University of Jordan
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07920471
- Sponsor's protocol ID
- ERCNMA 1000 / 4/1/191/25
- Status last verified
- Oct 2026
- First submitted
- 30 Oct 2026
- Last updated
- 5 Nov 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 5 Nov 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Active-Empathic Listening and Undergraduate Persistence: A Relational Mechanism in Engagement-Based Advising
- ClinicalTrials.gov ID
- NCT07920471
- Acronym / sponsor ID
- ERCNMA 1000 / 4/1/191/25
- Conditions
- Academic Advising
- Keywords
- Academic Advising, Engagement-Based Advising, Active-Empathic Listening, Undergraduate Nursing Students, Student Retention, Undergraduate Student Persistence, Academic Achievement
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 995 participants (actual)
- Lead sponsor
- Al-Zaytoonah University of JordanUniversity, hospital or other
- Collaborators
- Menoufia University
- Study start
- 15 Sep 2025 (actual)
- Primary completion
- 30 Apr 2026 (actual)
- Study completion
- 30 Apr 2026 (actual)
- First posted
- 5 Nov 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study examined the relationship between engagement-based academic advising and undergraduate nursing students' academic success, focusing on term-to-term retention, annual credit completion, and cumulative grade point average (GPA). It also investigated whether advisor active-empathic listening mediated these relationships and whether the associations differed according to first-generation status and scholarship eligibility. A prospective cluster-randomized mixed-methods study was conducted among 995 first-year undergraduate nursing students assigned to 30 academic advisors. Data were collected using student-reported and observer-rated listening measures, institutional academic records, and qualitative information about advising implementation. Students with high exposure to engagement-based advising had higher odds of term-to-term retention, completed more annual credits, and achieved higher cumulative GPAs than students with low exposure. Advisor active-empathic listening partially mediated the associations between advising exposure and all three academic outcomes, accounting for approximately 40%-46% of the total effects. The association between advising exposure and GPA was stronger among first-generation students, whereas the interaction with scholarship eligibility was not statistically significant. These findings highlight the potential importance of proactive advising, collaborative academic planning, and attentive, responsive communication in supporting undergraduate persistence and achievement. The results may inform the development and evaluation of student-support strategies in nursing education, although further research across diverse institutions is needed to confirm generalizability and strengthen causal interpretation.
Detailed description
This study investigates the role of engagement-based academic advising in supporting undergraduate nursing students' academic progression and persistence. It focuses on the relational aspects of advising, particularly active-empathic listening, and examines how the quality of advisor-student interactions may be associated with students' academic outcomes.
The study was conducted among first-year undergraduate nursing students at Menoufia University during the 2025-2026 academic year. A total of 995 students, nested within 30 academic advisors, participated in a prospective study using a cluster-randomized mixed-methods design. Academic advisors were assigned to either an engagement-based advising condition or a standard reactive advising condition. Engagement-based advising involved proactive outreach, developmental dialogue, collaborative academic goal-setting, documented action plans, and structured follow-up. The study distinguished between students' assigned advising conditions and their actual exposure to engagement-based advising.
Academic outcomes were assessed using institutional records, including term-to-term retention, annual credit completion, and cumulative grade point average. Advisor active-empathic listening was examined using student-reported perceptions measured with the Active-Empathic Listening Scale and observed listening behaviors assessed with the Active Listening Observation Scale. Qualitative information, including advisor field notes and de-identified advising-session transcripts, was also collected to document intervention implementation and provide context for the quantitative findings.
The analysis examined associations between advising exposure and academic outcomes while accounting for relevant student characteristics and the clustering of students within academic advisors. Mediation analyses explored whether active-empathic listening represented a potential relational pathway linking advising exposure with academic outcomes. Moderation analyses examined whether these associations differed according to first-generation status and scholarship eligibility.
The findings indicated that students with greater exposure to engagement-based advising had higher odds of term-to-term retention, greater annual credit completion, and higher cumulative GPA than students with lower exposure. Advisor active-empathic listening partially mediated the associations between advising exposure and all three academic outcomes. The mediation estimates suggested that listening accounted for approximately 40%-46% of the total effects. The association between advising exposure and cumulative GPA was significantly stronger among first-generation students, whereas the interaction involving scholarship eligibility was not statistically significant.
The study highlights the potential value of evaluating academic advising according to both the frequency of student contact and the quality of advisor-student interactions. Its findings may inform the development of academic advising practices that emphasize attentive listening, collaborative planning, proactive communication, and systematic follow-up. However, because the primary analyses considered students' realized advising exposure, the results should be interpreted as evidence of meaningful associations rather than definitive proof of causality. Further research across multiple institutions and academic disciplines is needed to assess the generalizability and sustainability of these findings.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (investigator)
- Number of arms
- 2
- Model description
- This study employed a two-arm, parallel-group, cluster-randomized design. Thirty academic advisors were randomly allocated to either the engagement-based advising intervention group or the standard reactive advising control group. Undergraduate nursing students assigned to these advisors received the corresponding advising approach throughout the 2025-2026 academic year. Outcomes were assessed prospectively at baseline, mid-year, and end-of-year. The study evaluated undergraduate retention, annual credit completion, and cumulative GPA, while examining advisor active-empathic listening as a potential mediating mechanism.
| Arm | Type | Receives |
|---|---|---|
| Engagement-Based Academic Advising Group | Experimental | Behavioral: Engagement-Based Academic AdvisingParticipants assigned to the intervention arm received a structured engagement-based academic advising model throughout the 2025-2026 academic year. The intervention involved proactive advisor-initiated outreach before critical academic milestones and sustained individualized developmental interactions. Advisors collaboratively identified students' academic goals, assessed academic and nonacademic barriers, and developed individualized strategies to support academic progress. Active-empathic listening was integrated into advising sessions through attentive communication, recognition and understanding of students' concerns, reflective responses, paraphrasing, open-ended questioning, and responsive feedback. Each session included collaborative goal setting and a documented action plan specifying the responsibilities of both students and advisors. |
| Standard Reactive Academic Advising Group | Active comparator | Behavioral: Standard Reactive Academic AdvisingParticipants received standard academic advising throughout the 2025-2026 academic year. Students initiated contact with assigned advisors regarding academic difficulties, registration issues, or university requirements. Advisors provided guidance on course selection, academic performance, and available support services. Unlike the intervention group, students did not receive systematic proactive outreach, structured developmental dialogue, collaborative goal setting, documented action plans, or scheduled four-week follow-up. Routine university support services remained accessible. Academic outcomes, including retention, annual credit completion, and cumulative GPA, were obtained from institutional records. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- First-time, degree-seeking undergraduate nursing students enrolled at the Faculty of Nursing, Menoufia University, during the 2025-2026 academic year.
- Students assigned to one of the participating academic advisors.
- Students who completed the baseline research inventory.
- Students willing to participate and provide informed consent.
Key exclusion criteria (2 listed)
- Students who withdrew from the university within the first 14 days of the academic term.
- Students with incomplete institutional academic records that prevent valid longitudinal assessment of retention, credit completion, and cumulative GPA.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Engagement-Based Academic AdvisingA structured engagement-based academic advising intervention delivered throughout the 2025-2026 academic year to undergraduate nursing students. The intervention includes proactive advisor-initiated outreach before critical academic milestones, individualized developmental dialogue, and collaborative identification of academic goals and potential academic or nonacademic barriers. Advisors apply active-empathic listening skills, including attentive listening, recognizing students' concerns, reflective communication, paraphrasing, and open-ended questioning. Each advising session incorporates collaborative goal setting and development of a documented action plan specifying student and advisor responsibilities. Structured follow-up is conducted within four weeks to review progress, address challenges, and revise action plans when necessary. Intervention fidelity is monitored through structured checklists and advising system records. | Behavioural | Engagement-Based Academic Advising Group |
| Standard Reactive Academic AdvisingStandard university academic advising provided throughout the 2025-2026 academic year. Students initiated contact with assigned academic advisors regarding academic difficulties, course registration, administrative concerns, and academic progression. Advisors provided routine educational guidance, clarified university requirements, assisted with course selection, and directed students to available academic support services. No structured proactive outreach, standardized developmental dialogue, collaborative action planning, or scheduled follow-up protocol was introduced. | Behavioural | Standard Reactive Academic Advising Group |
Primary outcome
Term-to-Term Undergraduate Student Retention Rate
Time frame: From baseline enrollment to the end of the 2025-2026 academic year (approximately 30 weeks).
The proportion of undergraduate nursing students who remained enrolled in the subsequent major academic term. Retention was determined using institutional enrollment records and compared between students receiving engagement-based academic advising and those receiving standard reactive academic advising.
2 secondary outcomes
Annual Credit Completion Ratio
Time frame: At the end of the academic year (Week 30; 2025-2026 academic year).
Cumulative Grade Point Average (GPA)
Time frame: At the end of the academic year (Week 30; 2025-2026 academic year).
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Nov 2026.
- Individual participant dataSharing planned: Undecided
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Engagement-Based Academic Advising and Standard Reactive Academic Advising in people with Academic Advising, run by Al-Zaytoonah University of Jordan at 1 site in Egypt.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Nov 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Egypt. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Term-to-Term Undergraduate Student Retention Rate (time frame: From baseline enrollment to the end of the 2025-2026 academic year (approximately 30 weeks).). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Nov 2026.