Influencia del engagement académico en la lealtad de estudiantes de posgrado: un abordaje a través de un modelo de ecuaciones estructurales
DOI:
https://doi.org/10.1016/j.estger.2016.07.001Palavras-chave:
Lealtad, Engagement académico, Compromiso afectivo, Creencias, Autoeficacia académicaResumo
Este estudio se enfocó en medir las creencias de autoeficacia académica, el compromiso afectivo con la universidad y el impacto del engagement académico sobre la lealtad de los estudiantes de posgrado en la prestación de servicios educativos; lo anterior se desarrolló a través de una investigación empírica, no experimental, de naturaleza explicativa y transversal. La unidad de análisis se conformó por estudiantes de posgrado de las áreas de ingeniería, negocios y ciencias sociales. La muestra fue no probabilística aplicada en el área de posgrados de una universidad privada en México, obteniéndose 484 encuestas válidas. Los resultados muestran que la lealtad incrementa en tanto mayor sea el engagement de los estudiantes en su proceso académico. A su vez, tanto las creencias de autoeficacia académica percibida como el compromiso afectivo son predictores de la lealtad, a través del engagement académico.
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Referências
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Bosompra, K. (2001). Determinants of condom use intentions of university students in Ghana: An application of the theory of reasoned action. Social Science and Medicine, 52, 1057–1069.
Bowden, J. L. (2009). The process of customer engagement: A conceptual framework. Journal of Marketing Theory and Practice, 17(1), 63–74.
Brennan, M. B. (2016). Exploring a complex model of student engagement in middle school: Academic self-efficacy beliefs and achievement. Paper 1392. Wayne State University Dissertations.
Bresó, E., Llorens, S. y Salanova, M. (2005). Creencias de eficacia académica y Engagement en estudiantes universitarios. Jornades de Foment de la Investigació [consultado 9 Sep 2014]. Disponible en: http://www.uji.es/bin/publ/edicions/jfi9/psi/6.pdf
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Brown, R. M. y Mazzarol, T. W. (2009). The importance of institutional image to student satisfaction and loyalty within higher education. Higher Education, 58(1), 81–95.
Browne, M. W. y Cudeck, R. (1993). Alternative ways of assessing model fit. En K. Bollen y J. Long (Eds.), Testing Structural Equation Models (pp. 136–162). Newbury Park, CA: Sage.
Carmeli, A. y Freund, A. (2009). linking perceived external prestige and intentions to leave the organization: The mediating role of job satisfaction and affective commitment. Journal of Social Service Research, 35(3), 236–250.
Casidy, R. y Wymer, W. (2015). The impact of brand strength on satisfaction loyalty and WOM: An empirical examination in the higher education sector. Journal of Brand Management, 22(2), 117–135.
Caspi, A., Entner, W., Moffitt, T. E. y Silva, P. (1998). Early failure in the labor market: Childhood and adolescent predictors of unemployment in the transition to adulthood. American Sociological Review, 63, 424–451.
Cermak, D. S. P., File, K. M. y Prince, R. A. (1994). Customer participation in service specification and delivery. Journal of Applied Business Research, 10(2), 90–100.
Cheah, W. L., Wan Abdul Manan, W. M. y Zabidi-Hussin, Z. A. M. H. (2010). A structural equation model of the determinants of malnutrition among children in rural Kelantan. Malaysia. Rural and Remote Health, 10(1), 1248–1255.
Chiang, M., Núñez, A., Martín, M. J. y Salazar, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92–103.
Chughtai, A. A. (2013). Linking affective commitment to supervisor to work outcomes. Journal of Managerial Psychology, 28(6), 606–627.
Crowley, S. L. y Fan, X. (1997). Structural equation modeling: Basic concepts and applications in personality assessment research. Journal of Personality Assessment, 68(3), 508–531.
Dann, S. (2008). Applying services marketing principles to postgraduate supervision. Quality Assurance in Education, 16(4), 333–346.
Dick, A. S. y Basu, K. (1994). Customer Loyalty: Toward and integrated conceptual framework. Journal of the Academy of Marketing Science, 22(2), 99–113.
Eggert, L. L., Thompson, E. A., Herting, J. R., Nicholas, L. J. y Dickers, B. G. (1994). Preventing adolescent drug abuse and high school dropout through an intensive school-based social network development program. American Journal of Health Promotion, 8(3), 202–215.
Fajardo, M., Iroz, M., López, D. y Mirón, S. (2013). Relación entre engagement y las creencias de autoeficacia en los trabajadores. ReiDoCrea: Revista electrónica de investigación Docencia Creativa, 2(1), 79–1792.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.
Fredricks, J. A., Blumenfeld, P. C. y Paris, A. H. (2004). School engagement: Potential of the concept state of the evidence. Review of Educational Research, 74(1), 59–109.
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A. y Swanson, L. (2016). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 20(1), 223–244.
Garson, G. D. (2010). Testing Statistical Assumptions. Asheboro, USA: Statistical Associates Publishing. Blue Book Series.
Esmark, C. L., Noble, S. M., Bell, J. E. y Griffith, D. A. (2015). The effects of behavioral, cognitive, and decisional control in co-production service experiences. Marketing Letters, 27(3), 423–436.
Globerson, S. y Maggard, M. J. (1991). A conceptual model of self-service. International Journal of Operations & Production Management, 11(4), 33–43.
Gottfredson, D. C., Fink, C. y Graham, N. (1994). Grade retention and problem behavior. American Educational Research Journal, 31(4), 761–784.
Hair, J. F., Bush, R. P. y Ortinau, D. J. (2010). Investigación de mercados. México: McGraw-Hill.
Hair, J. F., Anderson, R. E., Tatham, R. L. y Black, W. C. (2009). Multivariate Data Analysis. London: Prentice Hall International.
Han, J., Yin, H. y Wang, W. (2016). The effect of tertiary teachers' goal orientations for teaching on their commitment: The mediating role of teacher engagement. Educational Psychology, 36(3), 526–547.
Hennig-Thurau, T., Langer, M. F. y Hansen, U. (2001). Modeling and managing student loyalty an approach based on the concept of relationship quality. Journal of Service Research, 3(4), 331–344.
Hemsley-Brown, J. y Oplatka, I. (2006). Universities in a competitive global marketplace. A systematic review of the literature on higher education marketing. International Journal of Public Sector Management, 19(4), 316–338.
Hill, F. M. (1995). Managing service quality in higher education: The role of the student as primary consumer. Quality Assurance in Education, 3(3), 10–21.
Horstmanshof, L. y Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology, 77(3), 703–718.
Hu, S. y Kuh, G. D. (2001). Does the degree of campus wiredness matter? Education Policy Analysis Archives, 9, 49–53.
Janosz, M., LeBlanc, M., Boulerice, B. y Tremblay, R. E. (1997). Disentangling the weight of school dropout predictors: A test on two longitudinal samples. Journal of Youth and Adolescence, 26(6), 733–762.
Johnson, B. y Stevens, J. J. (2001). Confirmatory factor analysis of the school level environment questionnaire (SLEQ). International Journal of Learning Environments Research, 4(3), 325–344.
Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67, 341–349.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modelling (Methodology in the Social Sciences). New York, NY: Guilford.
Kotzé, T. G. y du Plessis, P. J. (2003). Students as co-producers of education: A proposed model of student socialisation and participation at tertiary institutions. Quality Assurance in Education, 11(4), 186–201.
Krause, K. L. y Coates, H. (2008). Student's engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493–505.
Lam, L. W. y Liu, Y. (2014). The identity-based explanation of affective commitment. Journal of Managerial Psychology, 29(3), 321–340.
Lengnick-Hall, C. A., Claycomb, V. y Inks, L. W. (2000). From recipient to contributor: Examining customer roles and experienced outcomes. European Journal of Marketing, 34, 359–383.
Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74(7), 274–280.
Llorens, S., Schaufeli, W., Bakker, A. y Salanova, M. (2007). Does a positive gain spiral of resources, efficacy beliefs and engagement exist? Computers in Human Behavior, 23(1), 825–841.
Luthans, F. y Peterson, S. J. (2002). Employee engagement and manager self-efficacy. Journal of Management Development, 21(5), 376–387.
Malhotra, N. (2008). Investigación de mercados. Un enfoque aplicado. México D.F.: Pearson.
McCulloch, A. (2009). The student as co-producer: Learning from public administration about student university relationship. Studies in Higher Education, 34(2), 171–183.
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2016-09-22
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Influencia del engagement académico en la lealtad de estudiantes de posgrado: un abordaje a través de un modelo de ecuaciones estructurales. (2016). Estudios Gerenciales, 32(140), 228-238. https://doi.org/10.1016/j.estger.2016.07.001
