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Effect of Student Service Quality and University Image on Student Satisfaction, Loyalty, and Motivation

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Effect of Student Service Quality and University Image on Student Satisfaction, Loyalty, and Motivation Revista Argentina de Clínica Psicológica 789 2020, Vol. XXIX, N°3, 789-798 DOI: 10.24205/03276716.2020.778 Effect of Student Service Quality and University Image on Student Satisfaction, Loyalty, and Motivation Teddy Chandraa*, Layla Hafnia, Stefani Chandraa, Iwan Winardib, Jennifer Chandrac Abstract This study aimed to understand whether there is a reciprocal relationship between student satisfaction and university image along with assessing the effect of service quality on student satisfaction, student loyalty, trust, and student motivation in universities in Riau. In the cross sectional, questionnaire-based study; a study instrument having six variables: five endogenous variables were trust (Y1), student satisfaction (Y2), university image (Y3), student loyalty (Y4), and student motivation (Y5) and one exogenous variable, namely, service quality (X1) was used. All variables were assessed by the 7-point Likert response scale. Structural equation modeling (SEM) and analysis of variance (ANOVA) were used as the analysis tools. Majority of the responders belonged to the age group of 20–22 years. Students in the age group of 20–22 years were nearing the end of their Diploma and Bachelor programs; this group of students had a long experience of service quality provided by the university. The responses to the survey questions regarding service quality, student satisfaction, trust, university image, and loyalty varied in different students’ groups based on the age and course of study. However, no effect of gender on the responses was observed in the present study. Keywords: student service quality; University image; student satisfaction; loyalty; motivation 1. Introduction The importance of human resource improvement island of Bintan, Riau Islands (Amri, 2019) which has The higher education sector has become a top resulted in increased competition. priority for continuous reforms across many To be in the competition, universities need to countries (Sultan & Yin Wong, 2010) including constantly improve their service quality (Bolton, Indonesia. The Indonesian government has been Lemon, & Verhoef, 2004). Students tend to choose constantly trying to improve the quality of higher and register at universities that can provide the best education. The Indonesian government has allowed service quality (Chen, 2016), which will increase the operation of foreign universities in Indonesia. On student satisfaction and student loyalty 12 February 2020, the Indonesian government (Annamdevula & Bellamkonda, The effects of approved the establishment of Monash University in service quality on student loyalty: the mediating role Jakarta through the Ministry of Education and of student satisfaction, 2016a). High student Culture (Prodjo, 2020). This has resulted in great satisfaction improvement will be a consideration for feeling of insecurity among the students studying in students to choose tertiary institutions (Tahir, Bakar, Indonesian universities. In Indonesia, Riau Province & Ismail, 2010). Influential factors such as good is one of the provinces that shares its borders with service quality and high student satisfaction will Malaysia and Singapore. Universities in Riau have encourage student trust in the campus (Sultan & Yin been competing with some of the universities from Wong, 2013). Furthermore, these factors will also Singapore and Malaysia. By the end of 2019, Peking increase student motivation (Annamdevula & University had even begun to build a campus on the Bellamkonda, 2016b). Students who have high trust tend to improve university image (Sultan & Yin a Pelita Indonesia Institute of Business and Technology, Jl. Jend. Ahmad Wong, 2012). Yani No.78-88, Pulau Karam, Pekanbaru, Riau, Indonesia b Ministry of Education and Culture, Jl. Jenderal Sudirman Senayan A previous study (Alves & Raposo, 2010) has Jakarta 10270, Indonesia demonstrated the influence of image of the c Victoria University, Ballarat Rd, Footscray VIC 3011, Australia *E-mail correspondence: [email protected] university that can have on student satisfaction. According to the study, a good image about the REVISTA ARGENTINA 2020, Vol. XXIX, N°3, 789-798 DE CLÍNICA PSICOLÓGICA 790 Teddy Chandra, Layla Hafni, Stefani Chandra, Iwan Winardi, Jennifer Chandra university will increase student satisfaction. Their exogenous variable, namely, service quality (X1). result was also supported by (Dib & Mokhles, 2013). Service quality variable consisted of 19 indicators, In contrast, (Sultan & Yin Wong, 2012) found a whereas the trust variable has 3 indicators. significant influence of university image on student Furthermore, student satisfaction variable consisted satisfaction. This means that high student of 7 indicators, whereas university image variable satisfaction will contribute towards improving consisted of 5 indicators. The student loyalty university image. variable consisted of 6 indicators, whereas student In this study, we aimed to understand whether motivation variable consisted of 4 indicators. All there is a reciprocal relationship between student variables were assessed by the 7-point Likert satisfaction and university image. We also aimed to response scale system where responses were scored examine (1) the effect of service quality on student from 1–7 (1 = Strongly disagree to 7 = Strongly satisfaction, student loyalty, trust, and student agree). motivation in universities in Riau; (2) the effect of student satisfaction on student loyalty, trust, university image, and student motivation in universities in Riau; (3) the effect of trust on university image across universities in Riau; and (4) if there is a reciprocal relationship between university image and student satisfaction across universities in Riau. 2. Materials and Method Figure 1. Hypotheses developed in this study Path Diagram of Structural Model Figure 1 shows the hypotheses developed in this Population and Sample study. The study population (N=141,525) comprised of We made the following hypotheses about service all students registered at tertiary institutions in Riau quality and student trust. province (Ministry of Research Technology and H1: Service quality has a positive effect on student Higher Education, 2019). The number of samples satisfaction. predicted with a population of more than 75,000, H2: Service quality has a positive effect on student was at least 384 people (Sekaran & Bougie, 2016). A loyalty. total of 12 tertiary institutions were sampled in Riau. H3: Service quality has a positive effect on student There were four universities, seven schools of higher motivation. learning, and one academy. The number of H4: Service quality has a positive effect on student questionnaires distributed was 1500., and number trust. returned and declared good were 1365. H5: University image has a positive effect on student Statistical Analysis satisfaction. We used structural equation modeling (SEM) and H6: Student satisfaction has a positive effect on analysis of variance (ANOVA) as the analysis tools. university image. SEM is used to test the effect of service quality (X1) H7: University image has a positive effect on student on trust (Y1), student satisfaction (Y2), university loyalty. image (Y3), student loyalty (Y4), and student H8: Student trust has a positive effect on university motivation (Y5). However, ANOVA was used to image. analyze respondents’ perceptions based on H9: Student trust has a positive effect on student respondents’ profiles. loyalty. Research manuscripts reporting large datasets H10: Student satisfaction has a positive effect on that are deposited in a publicly available database student trust. should specify where the data have been deposited H11: Student satisfaction has a positive effect on and provide the relevant accession numbers. If the student loyalty. accession numbers have not yet been obtained at H12: Student satisfaction has a positive effect on the time of submission, please state that they will be student motivation. provided during review. They must be provided prior Survey Instrument to publication. Interventionary studies involving In this study, we had six variables: five animals or humans, and other studies require ethical endogenous variables were trust (Y1), student approval must list the authority that provided satisfaction (Y2), university image (Y3), student approval and the corresponding ethical approval loyalty (Y4), and student motivation (Y5) and one code. REVISTA ARGENTINA 2020, Vol. XXIX, N°3, 789-798 DE CLÍNICA PSICOLÓGICA 791 Teddy Chandra, Layla Hafni, Stefani Chandra, Iwan Winardi, Jennifer Chandra 3. Results score was above 0.500. The limit allowed in the AVE Demographic characteristics of responders test is 0.500 (Hair, Black, Babin, & Anderson, 2014). Table 1 describes the demographic Therefore, according to AVE scores all indicators and characteristics of the respondents. In terms of constructs were feasible to be used in this study. The gender, the proportion of male and female construct reliability results obtained by all constructs responders was same. However, in terms of age, are more than 0.900, even though the constraints majority of the responders belonged to the age were set only at 0.70 (Hair, Black, Babin, & Anderson, group of 20–22 years. Students in the age group of 2014). Cronbach’s alpha whose values for all 20–22 years were nearing the end of their Diploma constructs were also more than 0.900. The limit and Bachelor programs; this group of students had a allowed for reliability testing is 0.70 (Hair,
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