20.500.12556/RUL-170411 Zaznana kakovost storitve in njena povezanost z motivacijo in intenco nadaljevanja izobraževanja: primer glasbene šole magistrsko delo Perceived service quality and its connection to motivation and the intention to continue education: a case study of a music school Namen pričujočega dela je raziskati in razumeti storitev glasbenega izobraževanja s perspektive marketinga storitev. Zanima nas, kako zaznana kakovost storitve vpliva na motivacijo in intenco nadaljevanja glasbenega izobraževanja. Magistrsko delo temelji na treh uveljavljenih teoretičnih modelih; teoriji zaznane kakovosti storitev – SERFPERV (Cronin in Taylor, 1992), teoriji samoodločanja – SDT (Ryan in Deci, 2000) ter teoriji pričakovanj in vrednosti – EVT (Wigfield in Eccles, 2000). Izvedli smo kvantitativno raziskavo, pri čemer smo podatke zbirali z vprašalniki, ki so bili smiselno razdeljeni v tri fokusne preučevalne sklope: zaznano kakovost pouka, motivacijo in intenco nadaljevanja ter prilagojeni kontekstu glasbenega izobraževanja. Namen raziskave je bil ugotoviti, kako učenci glasbene šole zaznavajo kakovost pouka, kaj je tisto, kar jih motivira za učenje, in kako so različni motivacijski dejavniki, tako zunanji kot notranji, povezani z intenco nadaljevanja izobraževanja v glasbeni šoli. Velik poudarek našega preučevanja je namenjen notranji motivaciji, zadovoljevanju temeljne potrebe po povezanosti in vlogi samoodločanja ter lastne kompetentnosti. Rezultati raziskave bodo prispevali k boljšemu razumevanju psiholoških vidikov, pomembnosti odnosnosti in učnih pristopov, ki vplivajo na pripadnost in dolgoročno zvestobo učencev izbrani glasbeni šoli. The purpose of this study is to explore and understand music education services from a service marketing perspective. Specifically, it investigates how perceived service quality influences both motivation and the intention to continue music education. This master’s thesis is grounded in three established theoretical models: the Theory of Perceived Service Quality – SERVPERF (Cronin & Taylor, 1992), Self-Determination Theory – SDT (Ryan & Deci, 2000), and Expectancy-Value Theory – EVT (Wigfield & Eccles, 2000). We conducted a quantitative study by collecting data through questionnaires, which were meaningfully categorized into three key focus areas: perceived service quality, motivation, and intention to continue—each tailored to the context of music education. The research aimed to uncover how music school students perceive the quality of instruction, what motivates them to learn, and how various motivational factors—both intrinsic and extrinsic—relate to their intention to continue music education. A strong emphasis was placed on intrinsic motivation, the fulfillment of the fundamental need for relatedness, and the roles of self-determination and personal competence. The findings of this study will contribute to a deeper understanding of the psychological factors, the significance of relationships, and the educational approaches that influence students’ sense of belonging and long-term commitment to their music school. teorija samoodločanja motivacija zaznana kakovost pouka SERVPERF teorija pričakovanj in vrednosti self-determination theory motivation perceived quality of teaching SERVPERF expectancy-value theory true true false A. Knežević Aleš Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-07-04 11:05:22 2025-07-04 11:05:24 2025-08-01 11:11:28 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 1 spletni vir (1 datoteka PDF (61 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 658.8:37.018.54:78(043.2) 175608 244575235 19733.pdf 19733.pdf 1 6EEE331758AA2D2BC4B73F680B0662C7 c0eb07d2969ab1de9f6670b1af79a421ed7f6e7fc45196b8133f14f70b79400c 1df52fa1-58b4-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=212410 Fakulteta za družbene vede 0 0 0