Abstract

Purpose

Our study aims to examine the possible effect of the quality perceived by students, their satisfaction and confidence in the training institution on their commitment and perseverance in training.

In other words, how perceived quality, satisfaction and confidence can they explain the commitment and perseverance of students ?

Method

Four instruments were used. Perceived quality is measured via an adapted version of the SERVPERF scale  (Cronin & Taylor, 1992), itself inspired from the SERVQUAL scale developed by Parasuraman et al. (1988). Satisfaction is measured by the scale of Voss et al. (1998). Confidence is measured by the Ganesan and Hess scale (1997). Finally, the commitment and perseverance are measured by the N'Goala two-dimensional scale  (2010). All these four scales are operationalized through the Likert scale five points.

So, 254 students were mobilized, of which 59.4% are female gender. They represent  three cycles of education and 11 different specialities.

Our data were entered into SPSS software (20 V). They were treated by an exploratory factor analysis, principal component analysis and confirmatory factor analysis.

Main Results & Conclusion

Perceived quality has a positive effect on satisfaction, but it has no direct  impact  on  trust, commitment and perseverance. However, satisfaction and trust  can engage the student in his courses and maintain his perseverance. The satisfaction and trust are two intermediate variables between perceived quality and commitment and perseverance of the student.

Our results show the importance of each one of these variables in this relationship. The quality of training is necessary for the student in order to maintain his long-term commitment and his perseverance in training via the satisfaction and trust.