Modeling of learning motivation, satisfaction and loyalty among university students

Abstract

The purpose of this study is threefold: to investigate motivational factors influencing high school students’ decisions to enroll in university science programs, to assess satisfaction and loyalty among undergraduate students and alumni, and to examine the relationship between undergraduate student satisfaction and loyalty. Participants comprised three groups, and data were collected via questionnaires. Structural equation modeling and logistic regression in R were employed to examine associations among latent variables and identify key predictors. Among secondary students, intentions to pursue higher education were significantly predicted by university reputation, tuition and fees, and curriculum and academics, with curriculum and academics being the most influential factor (OR = 1.478, 95% CI; 1.256–1.740). For undergraduate students, overall satisfaction was primarily determined by university reputation, and satisfaction was positively correlated with loyalty, which increased with the year of study. University reputation also influenced students’ likelihood of recommending the institution to others. The importance of motivation, satisfaction, and loyalty in higher education has been demonstrated. Motivational factors influence high school students’ enrollment in science programs, while satisfaction predicts student and alumni loyalty. Alumni engagement strengthens the university’s reputation and fosters long-term loyalty, contributing to sustainable growth and lasting connections with graduates.