The Influence of Perceived Education Quality on Self-Efficacy Using the Structural Equation Modeling (SEM) Approach with AMOS
Abstract
The purpose of this study is to examine the impact of Perceived Education Quality on Academic Self-Efficacy, specifically in the context of students majoring in hospitality and tourism. This research employs a quantitative approach, with data analysis conducted using the Structural Equation Modeling (SEM) method, operated through AMOS 24 software, to evaluate the relationship between exogenous and endogenous variables. A questionnaire was distributed to 200 respondents via a Google Form link, targeting hospitality and tourism students in Bandung as the sample. This study involves two variables: Perceived Education Quality as the exogenous variable and Academic Self-Efficacy as the endogenous variable. The findings indicate that Perceived Education Quality has a positive and significant effect on Academic Self-Efficacy. Educational institutions are encouraged to focus on enhancing Perceived Education Quality by improving teaching methods, curriculum design, learning resources, and facilities to foster students' self-efficacy and improve academic outcomes. For future research, it is recommended to explore additional variables such as institutional reputation, student engagement, and technological integration. Expanding the research context to different educational settings or cultural environments would also provide more comprehensive insights. Moreover, investigating mediating and moderating variables, such as motivation and academic stress, could further deepen the understanding of these relationships.
Downloads
References
Basili, E., Plata, M. G., Barbosa, C. P., Gerbino, M., Thartori, E., Lunetti, C., Tirado, L. M. U., García, M. R., Kanacri, B. P. L., Giraldo, G. T., Marín, M. N., Laghi, F., & Pastorelli, C. (2020). Multidimensional Scales of Perceived Self-Efficacy (MSPSE): Measurement invariance across Italian and Colombian adolescents. PLOS ONE, 15(1). https://doi.org/10.1371/journal.pone.0227756
Calvo-Porral, C., Lévy-Mangin, J.-P., & Novo-Corti, I. (2013). Perceived quality in higher education: An empirical study. Marketing Intelligence & Planning, 31(6), 601–619. https://doi.org/10.1108/mip-11-2012-0136
Choi, K., Kim, D.-Y., & Kim, D.-Y. (2013). A cross cultural study of antecedents on career preparation behavior: Learning motivation, academic achievement, and career decision self-efficacy. Journal of Hospitality Leisure Sport & Tourism Education, 13, 19–32. https://doi.org/10.1016/j.jhlste.2013.04.001
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295–308. https://doi.org/10.1016/j.jsp.2014.04.001
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Kahraman, O. C., & Alrawadieh, D. D. (2021). The impact of perceived education quality on tourism and hospitality students’ career choice: The mediating effects of academic self-efficacy. Journal of Hospitality Leisure Sport & Tourism Education, 29, 100333. https://doi.org/10.1016/j.jhlste.2021.100333
Kumar, A. (2008). Personal, Academic and Career Development in Higher Education: SOARing to Success. https://doi.org/10.4324/9780203938348
Troxel, Sean Bridgen, Chris Hutt, & Karen A. Sullivan‐Vance. (2021). Transformations in academic advising as a profession. New Directions for Higher Education, 2021(195–196), 23–33. https://doi.org/10.1002/he.20406
Copyright (c) 2024 Rina Anjarwati, Elly Malihah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.png)
.png){kind=small}
