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Advances in Social Sciences Research Journal – Vol. 11, No. 2.2
Publication Date: February 25, 2024
DOI:10.14738/assrj.112.2.16417.
Jamaludin, N. L., Farradina, S., Wee, N. M. M. F., Sadik, M. Z., Jamil, N. A., Mahpar, N. S., & Sani, N. Z. A. A. (2024). The Influence of
Motivation, Perceived Discrimination, Acculturation Strategies, and Adaptation on Destination Loyalty. Advances in Social Sciences
Research Journal, 11(2.2). 128-160.
Services for Science and Education – United Kingdom
The Influence of Motivation, Perceived Discrimination,
Acculturation Strategies, and Adaptation on Destination Loyalty
Nor Lelawati Jamaludin
Department of International Business and Management Studies,
Universiti Teknologi MARA, Campus Puncak Alam, Malaysia
Syarifah Farradina
Fakultas Psikologi, Universitas Islam Riau, Indonesia
Nur Melissa binti Mohammad Faisal Wee
Department of International Business and Management Studies,
Universiti Teknologi MARA, Campus Bandaraya Melaka, Malaysia
Mohd Zaki Bin Sadik
Department of International Business and Management Studies,
Universiti Teknologi MARA, Campus Bandaraya Melaka, Malaysia
Norina Ahmad Jamil
Department of Technology and Supply Chain Management Studies,
Universiti Teknologi MARA, Campus Puncak Alam, Malaysia
Nurul Salizawatee Mahpar
Department of International Business and Management Studies,
Universiti Teknologi MARA, Campus Puncak Alam, Malaysia
Nur Zania Azurin Abdullah Sani
Department of International Business and Management Studies,
Universiti Teknologi MARA, Campus Puncak Alam, Malaysia
ABSTRACT
Destination loyalty in education tourism can be characterized by tourists’ intention
to revisit and their recommendations of the place to others, serving as primary
indicators. However, even though there is growing interest among academia and
industry players in the concept of destination loyalty, our comprehension of the
psychological factors influencing destination loyalty intention remains inadequate.
Existing literature has not yet addressed the topic of education tourism in Norway.
Therefore, this research explores the attributes of destination loyalty and the
influence of perceived discrimination, acculturation strategies, psychological and
sociocultural adaptation in elucidating international students' intention to exhibit
loyalty in Norway. The theoretical framework draws on motivation theory
(Crompton, 1979), acculturation theory (Berry, 1990; Berry, 1997), adaptation
(Searle & Ward, 1990), and loyalty theory (Backman & Crompton, 1991), which
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Jamaludin, N. L., Farradina, S., Wee, N. M. M. F., Sadik, M. Z., Jamil, N. A., Mahpar, N. S., & Sani, N. Z. A. A. (2024). The Influence of Motivation,
Perceived Discrimination, Acculturation Strategies, and Adaptation on Destination Loyalty. Advances in Social Sciences Research Journal, 11(2.2).
128-160.
URL: http://dx.doi.org/10.14738/assrj.112.2.16417
have been adapted to include perceived discrimination as an additional exploratory
variable. This study extends previous research on destination loyalty by
investigating the impact of acculturation strategies on enhancing the relationship
between travel-related attributes and loyalty. The study utilizes partial least
squares (PLS) to examine the links between the variables. Based on a questionnaire
survey of international students in Norway, the findings indicate that psychological
adaptation and acculturation strategies have a positive impact on loyalty. The
coefficient of determination (R2) reveals that the final structural model can account
for 34% of the variance in international students’ loyalty behavior. These results
highlight the importance for stakeholders in the education tourism industry to
recognize the influence of acculturation strategies and psychological adaptation on
travel loyalty. Understanding these factors can contribute to enhancing destination
competitiveness in education tourism and ensuring its long-term sustainability.
The study concludes by acknowledging its limitations and encouraging further
research in this area.
Keywords: partial least squares, travel loyalty, perceived discrimination, acculturation
strategies, education tourism.
INTRODUCTION
An individual recently returned from studying abroad at a renowned higher education
institution located in an international hub for learning (Kudo & Simkin, 2023). Upon reflection,
they note how the overseas destination fully met their expectations, culminating in a
remarkably positive experience. They express contentment with their time spent abroad and a
willingness to return as well as recommend the location to others. However, some fellow
international students preferred remaining on campus with limited exploration of the
surrounding area. These individuals did not feel satisfied or happy with their overall experience
as their initial expectations were not fulfilled. As a result, they developed dislike for the place
and little interest in sharing experience of their time there or recommending it to others (Smith,
2023).
This hypothetical scenario provides an example of how an individual's choices prior to
engaging in study abroad significantly impact their subsequent allegiance to a given host
location. Recently, Li and Stodolska (2022) investigated the factors shaping tourist loyalty
within education tourism, finding acculturation strategies, psychological and socio-cultural
adaptation, and perceived discrimination each shape destination loyalty. Their significant
contribution advanced understanding of loyalty formation for education tourists. In sum,
fulfilling expectations through meeting initial choice factors aids positive destination loyalty,
while unmet preferences breed dissatisfaction (Brown & Robinson, 2021).
Up to this point, no empirical evidence has been published on destination loyalty in the
education tourism market with regard to Motivational Theories (Crompton, 1979);
Acculturation (Berry, 1990; Berry, 1997); Adaptation (Searle & Ward, 1990); and Loyalty
(Backman & Crompton, 1991). Consequently, the study addressed this gap in the literature by
examining the proposed theoretical framework.
This study is conducted as a response to the assertion made by Ryan and Glendon (1998) and
Jamaludin et al., (2018) that insufficient attention has been given to the psychological aspects
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 2.2, February-2024
Services for Science and Education – United Kingdom
of the international education experience. It is also a response to the suggestion by Yuksel,
Yuksel, and Bilim (2010) to explore the relationship between destination loyalty and
psychological factors, as there is currently limited knowledge on how and why psychological
factors can influence destination loyalty.
As part of efforts to internationalize higher education, colleges and universities consistently
recruit and enroll international students (Guo & Chase, 2011; Wildavsky, 2010). In some
countries, exchange programs and educational travel have become thriving industries that
surpass leisure and business tourism in terms of annual growth (Lesjak et al., 2015).
Further, international students often act as "ambassadors" for their home country during their
time abroad (Jamaludin et al., 2016a). Upon returning to their home country, they even assume
the role of reverse ambassadors, representing the countries where they studied. Based on their
experiences abroad, they can influence individuals in their social network to visit the
destination where they pursued their education. This role is closely tied to the students' loyalty
towards the country they studied in, which is the main focus of this study.
The study sample consisted of all enrolled international students at the University of Bergen,
Norway. Carr, (2003) and Chowdhury, (2022) emphasized the considerable amount of recent
tourism research focused on the student market, indicating the rise in both domestic and
international student populations and their potential spending (Gallarza & Saura, 2006;
Weaver, 2003; Hung, & Yen, 2022). Nevertheless, most research exploring the impact of
international students on tourism was centered on Australia, New Zealand, and the United
States (Cardon, Marshall, & Poddar, 2010; Dwyer, Forsyth, Spurr, & VanHo, 2006; Phillimore &
Koshy, 2010). There is limited published evidence of such research specifically conducted in
Norway within the field of educational tourism (Jamaludin et al., 2018).
This study aimed to examine the relationships between motivation, perceived discrimination,
acculturation strategies, psychological and sociocultural adaptation, and the loyalty of
international students. Consequently, this study delineates these interconnections in order to
establish a conceptual framework for a new research initiative on the loyalty of educational
tourism, with the objective of optimizing the economic benefits derived from sustainable
educational tourism. Furthermore, this study contributed to the expansion of the current body
of knowledge by investigating the applicability of psychology and marketing principles within
the context of loyalty in educational tourism. The present study aims to further develop the
existing theories described earlier and to determine the key aspects that significantly
contribute to international students' loyalty. These findings will enhance the systematic and
theoretical framework for investigating travel behaviours and other related studies in this
domain. Furthermore, this research makes a valuable contribution to the advancement of
socially relevant knowledge that may be utilised by education institutions and other key
stakeholders to their advantage.
LITERATURE REVIEW
Travel Loyalty Defined
The notion of destination loyalty serves as a crucial factor in the development of competitive
advantages for a destination and the development of efficient education destination marketing
strategies (Mechinda, Serirat, & Gulid, 2009; Weaver & Lawton, 2011; Yoon & Uysal, 2005;