Enhancing Factors of Undergraduate Satisfaction and Behavioral Intention Towards Universities in Chengdu, China
Keywords:
Reputation, Student Satisfaction, Social Identification, Perceived Service Quality, Behavioral IntentionAbstract
Purpose: This study examines the factors that impact undergraduate satisfaction with higher education in Chengdu, China. The conceptual framework proposed reputation, student satisfaction, social identification, information, experience, and the relationship between perceived service quality and behavioral intention. Research design, data, and methodology: Using questionnaires distributed to students from 8 universities in Chengdu using a quantitative method (n=500) allowed for a comprehensive understanding of the factors influencing undergraduate satisfaction. Using Purposive Sampling and Stratification random sampling facilitated data collection and distribution. At the same time, Structural equation modeling (SEM) and confirmatory factor analysis (CFA) provided robust data analysis, including the model fit and the validity of the structure. Results: This study's results have practical implications for educational practices. They showed that experience, student satisfaction, and reputation significantly influence behavioral intention. Notably, student satisfaction has the greatest impact on behavioral intention. Experience impacts perceived service quality, and reputation impacts student satisfaction. Conclusions: The six hypotheses of this study have been rigorously tested and proven, successfully achieving the research objectives. Therefore, it is recommended that colleges and universities focus on improving college students' satisfaction, understanding their needs, enhancing the educational experience, optimizing the teaching structure, and elevating the teaching level.
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