The influence of student-university identification on student's advocacy intentions: the role of student satisfaction and student trust

• Published in: Journal of marketing for higher education Vol. 31; no. 2; pp. 197 - 219
• Main Authors: Abdelmaaboud, Abdelhamid K., Peña, Ana Isabel Polo, Mahrous, Abeer A.
• Format: Journal Article
• Language: English
• Published: New York Routledge 03.07.2021; Taylor & Francis Ltd
• Subjects: Advocacy; Business Administration Education; Economics Education; Foreign Countries; Gender Differences; Higher education institutions; Identification (Psychology); Influences; Intention; Sense of Community; Student College Relationship; Student Satisfaction; student trust; student's advocacy intentions; student-university identification; Trust (Psychology); Undergraduate Students; Spain
• ISSN: 0884-1241; 1540-7144
• DOI: 10.1080/08841241.2020.1768613

This study examines the influence of student-university identification on student's advocacy intentions directly and indirectly through student satisfaction and student trust and investigates the moderating role of students' gender. Drawing upon a sample of (n = 741) undergraduate students from different Spanish universities and using structural equation modeling, the results showed that student-university identification, student satisfaction, and student trust are key influential factors in determining student's advocacy intentions. The results also confirm the presence of the significant indirect effect of student-university identification on student's advocacy intentions via student satisfaction and student trust. The results of multigroup analysis supported the significance of the difference between male and female students in the influence of student-university identification and student satisfaction on student's advocacy intentions.