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

Abstract

PurposeThis 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/approachA 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.FindingsPerceived 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/valueThis 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.