Ngo Thi Thuy An, Bui Chi Thanh, Chau Huynh Khanh Long, Tran Nguyen Phuc Nguyen, Nguyen Phan Phuong Thao, Tran Nguyen Khiet Tam
Department of Business Administration, FPT University, Can Tho City, Viet Nam.
Acta Psychol (Amst). 2025 Sep 22;260:105599. doi: 10.1016/j.actpsy.2025.105599.
In an increasingly competitive global higher education landscape, universities are progressively adopting student-centered marketing and management strategies to attract and retain learners. This study investigates the impact of service quality dimensions on student satisfaction, academic performance, and institutional loyalty, specifically within Vietnam's distinct and rapidly evolving higher education sector, where cultural norms and developmental characteristics may shape these relationships. Guided by Social Exchange Theory (SET), the study employs an adapted SERVQUAL framework encompassing five dimensions, tangibles, reliability, responsiveness, assurance, and empathy, to assess how students' perceptions of service quality influence key academic and behavioral outcomes. The research employed a quantitative methodology with a correlational design, collecting data from 596 full-time university students in Vietnam through a self-administered online survey. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS software. The results indicate that four service quality dimensions: tangibles, reliability, assurance, and empathy exert a significant influence on student engagement, motivation, and satisfaction, whereas responsiveness does not significantly influence engagement. Student engagement and motivation are found to positively predict both academic performance and institutional loyalty. Moreover, student satisfaction is identified as a critical mediator, and academic performance emerges as the strongest predictor of institutional loyalty, underscoring the role of academic success in shaping students' long-term commitment to their university. These findings, drawn from the Vietnamese context, suggest that the interplay between service quality and student outcomes may be nuanced by national cultural norms and specific educational system attributes. Consequently, they highlight the importance of service quality in higher education and provide practical implications for universities seeking to enhance the student experience, improve academic outcomes, and foster institutional loyalty, particularly within Vietnam and comparable socio-economic settings.
在竞争日益激烈的全球高等教育格局中，大学正逐步采用以学生为中心的营销和管理策略来吸引和留住学生。本研究调查服务质量维度对学生满意度、学业成绩和机构忠诚度的影响，特别是在越南独特且快速发展的高等教育领域，文化规范和发展特征可能会塑造这些关系。在社会交换理论（SET）的指导下，该研究采用了一个经过调整的SERVQUAL框架，该框架包含五个维度：有形性、可靠性、响应性、保证性和移情性，以评估学生对服务质量的看法如何影响关键的学业和行为结果。该研究采用了相关设计的定量方法，通过自我管理的在线调查从越南的596名全日制大学生中收集数据。使用SmartPLS软件通过偏最小二乘结构方程模型（PLS-SEM）对数据进行分析。结果表明，四个服务质量维度：有形性、可靠性、保证性和移情性对学生的参与度、动机和满意度有显著影响，而响应性对参与度没有显著影响。研究发现学生的参与度和动机对学业成绩和机构忠诚度都有正向预测作用。此外，学生满意度被确定为一个关键的中介变量，学业成绩是机构忠诚度的最强预测因素，这突出了学业成功在塑造学生对大学的长期承诺中的作用。这些来自越南背景的研究结果表明，服务质量与学生成果之间的相互作用可能会因国家文化规范和特定教育系统属性而有所不同。因此，它们凸显了高等教育中服务质量的重要性，并为寻求提升学生体验、改善学业成果和培养机构忠诚度的大学提供了实际启示，特别是在越南和类似的社会经济环境中。
