Uloga teorije potvrde očekivanja i teorije samoodređenja u determiniranju modela namjere upisa na program formalnoga cjeloživotnoga obrazovanja

doctoral thesis

• Title (english): The role of the expectancy confirmation theory and the self-determination theory in determining the model of intention to enroll in formal lifelong learning programs
• Author: Ivana Vrdoljak
• Mentor: Tonći Lazibat (mentor)
• Committee member: Ines Dužević (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Economics and Business; Zagreb
• Defense date and country: 2022-10-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Economics
• Universal decimal classification (UDC): 37 - Education

Abstract

Problematika ovog rada je uloga teorije potvrde očekivanja i teorije samoodređenja u determiniranju modela namjere upisa na program formalnog cjeloživotnog obrazovanja, a definirana je polazeći od analize dosadašnjih istraživanja koja su ukazala kako postoji potreba za istraživanjem prikladnosti primjene teorije potvrde očekivanja u kontekstu namjere upisa studenata na formalni poslijediplomski program cjeloživotnog obrazovanja iz područja ekonomije i poslovne ekonomije na matičnom fakultetu, uzevši u obzir i samoodređenje studenta u obrazovnom procesu. Provedeno je empirijsko istraživanje na uzorku ispitanika koji su završili ekonomski fakultet u Republici Hrvatskoj. Istraživanjem su prikupljeni podaci kojima su ispitane hipoteze ovoga rada, a koje su definirane kroz konceptualizaciju teorije potvrde očekivanja i teorije samoodređenja u kontekstu obrazovanja s osvrtom na dosadašnja istraživanja: (i) povezanost zadovoljstva studijem i namjere cjeloživotnog obrazovanja (H1), (ii) povezanost percipirane važnosti visokog obrazovanja i percipirane kvalitete visokog učilišta (H2); (iii) povezanost percipirane važnosti visokog obrazovanja sa zadovoljstvom studijem (H3), (iv) povezanost percipirane kvalitete visokog učilišta sa zadovoljstvom studijem (H4); (v) moderatorski utjecaj samoodređenja studenta na povezanost zadovoljstva studijem i namjere cjeloživotnog obrazovanja (H5). Modeli strukturnih jednadžbi (inicijalni i moderirajući) rezultirali su zaključcima prihvaćanja prvih četiriju hipoteza koje su usmjerene na ispitivanje validnosti teorije potvrde očekivanja u kontekstu namjere upisivanja programa cjeloživotnog obrazovanja, ali i odbacivanju pete hipoteze ovoga rada koja je bila usmjerena na moderirajući utjecaj teorije samoodređenja na namjeru upisivanja programa cjeloživotnog obrazovanja. Time je ostvaren glavni cilj ovoga rada koji se sastoji od identifikacije značajnih determinanti namjere upisa programa cjeloživotnog poslijediplomskog obrazovanja na matičnom fakultetu u kontekstu teorija potvrde očekivanja i teorije samoodređenja.

Abstract (english)

The problem of this thesis is the role of the expectancy confirmation theory in determining the model of intention to enrol in a formal lifelong learning program in the field of economics and business economics, considering the self-determination of students in the educational process. An empirical study was conducted on a sample of respondents who graduated from the economical faculties in the Republic of Croatia. The empirical data was used for testing the hypotheses of this paper, which were defined through the conceptualization of the expectancy confirmation theory and the theory of self-determination in the context of education with reference to previous research: (i) the relationship between satisfaction with the educational programme and perceived importance of higher education and perceived quality of higher education (H2); (iii) the relationship between the perceived importance of higher education and perceived satisfaction with the educational programme (H3), (iv) the relationship between the perceived quality of higher education and perceived satisfaction with the educational programme (H4); (v) the moderation impact of student self-determination on the relationship between perceived satisfaction with the educational programme and lifelong learning intentions (H5). Models of structural equations (initial and moderating) resulted in the conclusions of accepting the first four hypotheses aimed at examining the validity of the theory of confirmation of expectations in the context of the intention to enrol in lifelong learning programs, but also rejecting the fifth hypothesis of this paper, regarding the moderating impact of student self-determination. Thus, the main goal of this paper has been achieved, which consists of identifying significant determinants of the intention to enrol in a lifelong postgraduate education program at the home faculty in the context of expectations confirmation theory and self-determination theory.

• Keywords: cjeloživotno obrazovanje; teorija potvrde očekivanja; teorija samoodređenja; ekonomija; poslovna ekonomija; metoda strukturnih jednadžbi
• Keywords (english): lifelong learning; expectancy confirmation theory; theory of self-determination; economics; business economics; method of structural equations
• Language: croatian
• URN:NBN: urn:nbn:hr:148:459158
• Promotion: 2022
• Study programme: Title: Economics and global security; Study programme type: university; Study level: postgraduate; Academic / professional title: doktor/ica znanosti, područje društvenih znanosti (doktor/ica znanosti, područje društvenih znanosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to authenticated users
• Created on: 2022-10-20 08:42:52