Journal on Efficiency and Responsibility in Education and Science

103-110

Authors: Leonnard

We examine the effect of e-service quality through E-S-QUAL dimensions of efficiency, fulfilment, system availability, and privacy on e-trust, e-satisfaction and loyalty of students from public and private universities in Jakarta, Indonesia. A total of 304 undergraduates was employed as respondents, and the hypotheses were tested using Structural Equation Modelling (SEM). The findings revealed that efficiency and fulfilment significantly affect e-satisfaction, while fulfilment and privacy significantly affect e-trust. Fulfilment has the most substantial effect on e-satisfaction and e-trust that supports prior studies. Moreover, the relationships between e-trust, e-satisfaction, and loyalty are confirmed. Theoretical and managerial implications are presented.

126-134

Authors: Kristýna Krejčová, Hana Chýlová, Pavel Michálek

An educational efficiency of an individual is strongly and bidirectionally connected with his/her self-perception determined by the unique family system and overall sense of social well-being. The role of parents is obvious and both theoretically and empirically well-researched. Nevertheless, academic self-efficacy may be significantly affected also by siblings, whose role is neglected by theory and research. Our research deals with various specifics of siblings’ constellations and their impact on selected dimensions of academic self-efficacy (perception of school success, efficiency, educational dispositions, and ambitions). Our findings proved differences in all observed categories (gender, family order, age-distance) and indicate relative better academic self-efficacy (compared with a sibling) by females and respondents with a brother. Similarly, higher level of academic self-efficacy was detected by older siblings and respondents with a longer age-distance between them and their siblings. Moreover, the research points out the siblings-related specifics of social support perceived from a family. Conclusions are applicable in educational theory as well as in praxis of educational counselling with an intention to support equal opportunities in education and professional development.