Predictors of Readiness to Hospitality Professional Practice: Mediating Role of Self-Efficacy

Readiness for hospitality professional practice is a critical educational outcome; however, the mediating mechanisms driving student preparedness remain under-researched. To address this gap, this study examined experiential learning engagement and industry support as predictors of readiness for hospitality professional practice among fourth-year Bachelor of Science in Hospitality Management (BSHM) students, investigating the mediating role of self-efficacy. Guided by Bandura's Social Learning Theory, Social Cognitive Career Theory, and Bronfenbrenner's Ecological Systems Theory, a descriptive-correlational mediation design was adopted. Using Taro Yamane’s formula, a probability sample of 262 participants was selected from a population of 762 across five campuses using proportionate stratified simple random sampling. Data were gathered via a structured instrument validated by experts and confirmed for internal consistency using Cronbach’s Alpha Coefficient. Data were analyzed using descriptive statistics, multiple linear regression, and Hayes' PROCESS macro. Results revealed very high levels of experiential learning engagement and industry support, alongside high levels of self-efficacy and professional readiness. Regression analysis showed both experiential learning engagement and industry support significantly predicted student readiness, with industry support emerging as the best predictor. Furthermore, mediation analysis confirmed that self-efficacy partially mediates these relationships, enhancing readiness both directly through practical exposure and indirectly through confidence. It is recommended that hospitality institutions and administrators integrate self-efficacy interventions and strengthen industry partnerships. Future researchers are encouraged to extend this framework through longitudinal designs and cross-disciplinary validation.