This study aims to explore college students’ learning and academic self-efficacy in self-regulated learning and the effectiveness of learner-centered education by integrating the bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model and interactive response system (IRS) tool. Accordingly, learning self-efficacy includes five dimensions, namely, conceptual understanding, everyday application, practical work, higher-order cognitive skills, and science communication. Meanwhile, self-regulated learning represents six dimensions, namely, goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Questionnaire responses were collected from hospitality students in the university for the subject of hospitality cost control. Results showed that learners’ learning self-efficacy was positively associated with academic self-efficacy, while self-regulated learning mediated the relations between learners’ learning and academic self-efficacy. Moreover, results indicated that students who participate in class demonstrate substantially high learning and academic self-efficacy for integrating the BOPPPS model and IRS methods in their classroom, particularly in the post-test rather than in the pre-test. Lastly, results provide empirical evidence for learning and academic achievement of self-efficacy, self-regulated learning, and effective teaching design in the tourism and hospitality setting context.

本研究旨在通过整合衔接学习、客观学习、前评估、参与式学习、后评估、总结等方法，探讨大学生自主学习中的学习和学业自我效能感，以及以学习者为中心的教育的有效性。 BOPPPS) 模型和交互式响应系统 (IRS) 工具。相应地，学习自我效能感包括概念理解、日常应用、实际工作、高阶认知技能和科学传播五个维度。同时，自主学习体现在目标设定、环境构建、任务策略、时间管理、寻求帮助和自我评价六个维度。问卷调查是从大学酒店业学生中收集的，以酒店成本控制为主题。结果表明，学习者的学习自我效能感与学业自我效能感呈正相关，而自我调节学习在学习者学习与学业自我效能感之间起中介作用。此外，结果表明，参与课堂的学生在课堂上整合 BOPPPS 模型和 IRS 方法时表现出很高的学习和学术自我效能感，尤其是在后测而不是前测中。最后，结果为旅游和酒店环境中自我效能、自我调节学习和有效教学设计的学习和学术成就提供了经验证据。而自我调节学习在学习者的学习和学业自我效能感之间起到中介作用。此外，结果表明，参与课堂的学生在课堂上整合 BOPPPS 模型和 IRS 方法时表现出很高的学习和学术自我效能感，尤其是在后测而不是前测中。最后，结果为旅游和酒店环境中自我效能、自我调节学习和有效教学设计的学习和学术成就提供了经验证据。而自我调节学习在学习者的学习和学业自我效能感之间起到中介作用。此外，结果表明，参与课堂的学生在课堂上整合 BOPPPS 模型和 IRS 方法时表现出很高的学习和学术自我效能感，尤其是在后测而不是前测中。最后，结果为旅游和酒店环境中自我效能、自我调节学习和有效教学设计的学习和学术成就提供了经验证据。