Satisfaction and Continuance Intention of an Online College Transition and Support Program for Disadvantaged Students

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Examining the Role of Support Programs in Student Postsecondary Success (Table 31)

Abstract

Students admitted under preferential programs face significant challenges and universities should assist them in transitioning from high school to college and provide ongoing support. This study investigated 416 students who enrolled in an online transition and support program. By extending the Expectation Confirmation Model with three variables (enjoyment, trust and intention to recommend), a theoretical model was developed to examine students’ satisfaction and continuance intention. The results suggested that confirmation positively influenced perceived usefulness, trust, and enjoyment. Perceived usefulness and trust played a complete mediating role between confirmation and satisfaction. Perceived usefulness and trust positively influenced satisfaction, while enjoyment and trust positively influenced continuance intention. Continuance intention positively influenced intention to recommend. Implications for instructors and administrators are provided.

Authors

• Siqi Shen, Vanderbilt University

• Shuai Wang, Shanghai Jiao Tong University

• Yujie Chen, Shanghai Jiao Tong University

• Yushen Wang, Shanghai Jiao Tong University

• Yuerong Tong, Shanghai Jiao Tong University