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, Luís Sérgio Gonçalves Vieira, Manuel Serra
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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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旅游职业教育质量感知对认知、情感和行为的影响:自我决定理论的启示
目的 本研究旨在调查学生对其在旅游、酒店和餐饮服务职业学校经历的质量感知对认知和情感反应(满意度、自我效能期望和学习动机的自我调节策略 - SRSML)以及承诺(行为反应)的影响。理论框架以自我决定理论(SDT)和 PLS-SEM 为基础,使用 ADANCO 2.3 软件对所提出的模型进行检验。满意度和自我效能预期对 SRSML 有积极影响。最后,满意度和 SRSML 积极影响了学生对学校的承诺(行为反应)。它符合 SDT,揭示了社会背景因素会影响学生的认知、情感和行为反应。此外,它还证明了学生满意度、自我效能期望、SRSML 和学生对职业教育机构的承诺之间的正相关关系。这项研究强调了感知质量的多维性,敦促教育机构从有形和无形两个维度入手,制定战略,提供高质量的体验,提高学生的满意度、自我效能期望、学习动机和承诺。
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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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