States that expectations play an important part in service quality. Currently, the most widely adopted view of service quality results from customers’ expectations being met or exceeded. Surprisingly there is no clear consensus of what expectations actually are or what they do. There is only one widely applied way to measure them (SERVQUAL), an approach that is also widely criticized. Although the possible effect of many “controllable” factors on expectations has been alluded to, the effect of “uncontrollable” factors has not been thoroughly researched. Starts to redress the balance by defining expectations as a mixture of shoulds and wills; a cognitive melting‐pot of what should, ideally, happen and what will realistically happen the next time the service is visited. Uses a reliable measuring instrument to measure these two different expectations and the effect of consumers’ experience of the service on them. The results of the study demonstrate that experience of the service has a clear influence on expectations, at least within the context of the fast‐food industry.
The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third-or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighthor ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants ( N = 4,739) were students in elementary ( n = 1,119) and middle schools ( n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.
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