Cognitive, affective and behavioural repercussions of perceived quality in tourism vocational education: insights from self-determination theory

Rejane Santana da Silva · Gustavo Quiroga Souki · Alessandro Silva de Oliveira · Manuel Serra

9 citations0/0 files storedInternational Journal of Educational Management

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Hospitality and Tourism Education Customer Service Quality and Loyalty Educational Outcomes and Influences

Abstract

Purpose This study aimed to investigate the influence of the perceived quality by students regarding their experiences in vocational schools in tourism, hospitality and food service on cognitive and affective responses (satisfaction, self-efficacy expectations and self-regulation strategies of motivation for learning - SRSML) and commitment (behavioural response). Design/methodology/approach A cross-sectional survey was conducted with 454 students from twelve Turismo de Portugal IP-affiliated schools. The theoretical framework was rooted in Self-Determination Theory (SDT) and PLS-SEM, using ADANCO 2.3 software to test the proposed model. Findings Perceived quality by students concerning their school experiences are socio-contextual factors that directly influence their satisfaction and self-efficacy expectations (cognitive and affective responses). Satisfaction and self-efficacy expectations positively affected SRSML. Finally, satisfaction and the SRSML positively impacted the students` commitment to schools (behavioural response). Originality/value This study contributes to academia by comprehensively addressing 16 perceived quality dimensions within vocational education. It aligns with SDT, revealing that socio-contextual factors affect students’ cognitive, affective, and behavioural responses. Additionally, it demonstrates positive relationships between student satisfaction, self-efficacy expectations, SRSML, and students’ commitment to vocational education institutions. This study emphasises the multidimensional nature of perceived quality, urging educational institutions to address tangible and intangible dimensions to develop strategies to provide high-quality experiences, increasing students` satisfaction, self-efficacy expectations, motivation, and commitment.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 2014A new criterion for assessing discriminant validity in variance-based structural equation modeling 2018When to use and how to report the results of PLS-SEM 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 1988Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence 1990The measurement and antecedents of affective, continuance and normative commitment to the organization 2015Common methods variance detection in business research 2017Partial Least Squares Structural Equation Modeling

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