Reframing Student–Institution Distrust in Higher Education: Antecedents, Mechanisms, and Outcomes Across Business Administration and Tourism Programs

This study examines the development and consequences of student–institution distrust (SID) in higher education. While prior research has predominantly focused on trust, limited attention has been given to distrust as a distinct psychological construct influencing student experiences. Guided by Institutional Logics Theory, the study investigates how perceived institutional practices, institutional support, and cost–value (ROI) perceptions shape SID and how distrust influences sense of belonging, academic engagement, and help-seeking intentions. Data were collected from 600 undergraduate students enrolled in Business Administration and Tourism programs at public universities in Saudi Arabia. Multi-Group Structural Equation Modeling (MG-SEM) was employed to examine the proposed relationships and the moderating role of academic discipline. The results indicate that institutional practices, perceived support, and ROI perceptions significantly predict student–institution distrust. In turn, distrust exerts significant negative effects on students’ sense of belonging, academic engagement, and help-seeking intentions, confirming the theorized detrimental role of distrust in shaping student outcomes. The findings further reveal that academic discipline strengthens the negative impact of distrust on student outcomes, with stronger effects observed among Tourism students. By conceptualizing distrust as a multidimensional construct rather than simply the absence of trust, this study contributes to the literature on student–institution relationships and provides practical insights for designing transparent and supportive institutional environments that reduce distrust and enhance student engagement.