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Impactos da qualidade percebida por estudantes de cursos de formação profissional sobre a satisfação, motivação e comprometimento
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Abstract(s)
A presente dissertação teve como objetivo averiguar os impactos da qualidade percebida por estudantes de cursos de formação profissional nas áreas de turismo, hospitalidade e restauração em relação às suas experiências com as escolas sobre a sua satisfação, motivação e comprometimento. Mais especificamente este estudo visou: a) identificar as dimensões de qualidade percebida por estudantes de cursos profissionalizantes nas áreas de turismo, hospitalidade e restauração em relação às suas experiências com as escolas; b) investigar os impactos da qualidade percebida por estudantes sobre a satisfação deles com as escolas; c) verificar os impactos da satisfação dos estudantes com as escolas sobre o seu comprometimento com elas; d) examinar os impactos da satisfação dos estudantes sobre as estratégias de autorregulação da motivação para a aprendizagem (EAMA); e) averiguar os impactos da qualidade percebida pelos estudantes sobre as suas expectativas de autoeficácia em relação aos seus estudos; f) investigar os efeitos das expetativas de autoeficácia dos estudantes sobre as EAMA e; g) apurar os efeitos da EAMA sobre o comprometimento dos estudantes com as escolas. Para tanto, realizou-se um survey, com corte transversal único com 454 estudantes de cursos profissionalizantes nas áreas de turismo, hospitalidade e restauração de 12 escolas de hotelaria e turismo da rede do Turismo de Portugal, IP. O modelo hipotético foi sustentado pela Teoria da Autodeterminação. Tal modelo foi testado por meio de Modelagem de Equações Estruturais, utilizando o software Advanced Analysis of Composites (ADANCO 2.3). Foram identificadas 16 dimensões de qualidade percebida pelos estudantes acerca de suas experiências com as escolas. Tais dimensões impactaram diretamente e positivamente a satisfação e as expetativas de autoeficácia dos estudantes. A satisfação influenciou positivamente as EAMA e o comprometimento dos estudantes com as escolas. As expetativas de autoeficácia dos estudantes impactaram positivamente as EAMA. Finalmente, as EAMA afetaram positivamente o comprometimento dos estudantes com as escolas.
This dissertation aimed to investigate the impacts of quality perceived by students of professional courses in tourism, hospitality and food service concerning their experiences with schools on their satisfaction, motivation, and commitment. More specifically, this study sought to: a) identify the dimensions of perceived quality by students of vocational courses in the areas of tourism, hospitality and catering regarding their experiences with schools; b) investigate the impacts of perceived quality by students on their satisfaction with schools; c) verify the impacts of students' satisfaction with schools on their commitment to them; d) examine the impacts of student satisfaction on self-regulated learning motivation strategies (SRMS); e) to investigate the impacts of the perceived quality by students on their expectations of self-efficacy concerning their studies; f) investigate the effects of students' self-efficacy expectations on SRMS and; g) to determine the effects of the SRMS on the commitment of students to schools. To this end, a single cross-sectional survey was carried out with 454 students of professional courses in tourism, hospitality and food service from 12 hotel and tourism schools of the Turismo de Portugal IP network. The Theory of Self-Determination supported the hypothetical model. This model was tested through Structural Equation Modelling using the Advanced Analysis of Composites software (ADANCO 2.3). Sixteen quality dimensions perceived by students regarding their experiences with schools were identified. Such dimensions had a direct and positive impact on students' satisfaction and expectations of self-efficacy. Satisfaction positively influenced the SRMS and the student's commitment to the schools. The students' self-efficacy expectations positively impacted the SRMS. Finally, SRMS positively affected students' commitment to schools.
This dissertation aimed to investigate the impacts of quality perceived by students of professional courses in tourism, hospitality and food service concerning their experiences with schools on their satisfaction, motivation, and commitment. More specifically, this study sought to: a) identify the dimensions of perceived quality by students of vocational courses in the areas of tourism, hospitality and catering regarding their experiences with schools; b) investigate the impacts of perceived quality by students on their satisfaction with schools; c) verify the impacts of students' satisfaction with schools on their commitment to them; d) examine the impacts of student satisfaction on self-regulated learning motivation strategies (SRMS); e) to investigate the impacts of the perceived quality by students on their expectations of self-efficacy concerning their studies; f) investigate the effects of students' self-efficacy expectations on SRMS and; g) to determine the effects of the SRMS on the commitment of students to schools. To this end, a single cross-sectional survey was carried out with 454 students of professional courses in tourism, hospitality and food service from 12 hotel and tourism schools of the Turismo de Portugal IP network. The Theory of Self-Determination supported the hypothetical model. This model was tested through Structural Equation Modelling using the Advanced Analysis of Composites software (ADANCO 2.3). Sixteen quality dimensions perceived by students regarding their experiences with schools were identified. Such dimensions had a direct and positive impact on students' satisfaction and expectations of self-efficacy. Satisfaction positively influenced the SRMS and the student's commitment to the schools. The students' self-efficacy expectations positively impacted the SRMS. Finally, SRMS positively affected students' commitment to schools.
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Keywords
Qualidade percebida Autodeterminação Estratégias de autorregulação da motivação Expetativas de autoeficácia Satisfação Formação profissional