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The substantial development of the tourism industry in Asia has resulted in growing international demand for tourism and hospitality higher education in Australia. Using a pre-and-post study design, the results indicate that after a semester of teaching and learning, the improvement in self-efficacy was only evidenced among high performing students. While self-efficacy was significant in predicting the performance of domestic students, this positive relationship was not found among international students. The results of this study bridge the knowledge gap identified in the literature and highlight a need for further understanding international students in English-based tourism and hospitality education. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: In educational contexts, proposed that students develop a tripartite network of efficacy beliefs, comprising their confidence in their own capabilities (i.e., self-efficacy), their confidence in their teacher’s ability (i.e., other-efficacy), and their estimation of their teacher’s confidence in their ability (i.e., relation-inferred self-efficacy). In spite of the potential for school-based physical education (PE) to stimulate leisure-time activity patterns among adolescents, it is noteworthy that this framework has yet to be explored in school PE contexts. Design and methods: In Phase 1, we recruited 62 Australian high school students (aged 11–13) in order to develop instruments designed to assess self-efficacy, other-efficacy, and relation-inferred self-efficacy within PE settings. In Phases 2 and 3, we sought to provide evidence for measurement reliability, validity, and invariance with cross-sectional and prospective data derived from Australian (N = 602, Mage  = 13.54, SD = .76) as well as Singaporean (N = 606; Mage  = 14.10, SD = 1.01) students. Results: Results revealed (a) support for the factorial validity of these measures in both locations, (b) evidence of gender-related and cross-national measurement invariance, (c) positive inter-relationships between students’ tripartite efficacy perceptions that were consistent with theory, and (d) positive correlations with key in-class (e.g., effort, enjoyment) and leisure-time (e.g., physical activity levels) outcomes. Conclusions: Taken together, the results provide preliminary evidence for the reliability and validity of measures derived from these tripartite efficacy instruments, and support their use in future research designed to examine PE engagement. [Copyright &y& Elsevier]