{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,7]],"date-time":"2026-02-07T10:36:13Z","timestamp":1770460573969,"version":"3.49.0"},"reference-count":57,"publisher":"Emerald","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"\n Purpose<\/jats:title>\n Vocational training schools in tourism, hospitality, and food services (VTS) that offer online education must provide high-quality services and experiences to their students, resulting in favourable attitudes and behaviours. This study aims to (1) investigate the direct effects of the perceived quality by students regarding their online education experiences (PQROEE) on their satisfaction, self-efficacy expectations, and their commitment to VTS; (2) examine the impacts of students\u2019 satisfaction and their self-efficacy expectations on their commitment to VTS; (3) explore the mediating effects of satisfaction and self-efficacy expectations on the relationship between PQROEE and their commitment to VTS.<\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n This survey included 454 VTS students in Portugal. Participants completed an electronic form in which they shared their perceptions of the quality of their online education experiences in VTS. This study is based on the Stimulus-Organism-Response (S-O-R) theory. PLS-SEM tested the hypothetical model.<\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n The PQROEE is a stimulus that directly and positively influences satisfaction, self-efficacy expectations (organism) and commitment to VTS (behavioural response). Satisfaction and self-efficacy expectations mediate the relationship between PQROEE and their commitment to the schools.<\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n This unprecedented study contributes to S-O-R by simultaneously examining the direct and indirect relationships between PQROEE (stimuli), satisfaction and self-efficacy expectations (organism), and commitment to schools (response). Additionally, it provides practical insights for VTS stakeholders.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/tqm-04-2025-0246","type":"journal-article","created":{"date-parts":[[2026,2,6]],"date-time":"2026-02-06T16:58:01Z","timestamp":1770397081000},"page":"1-20","source":"Crossref","is-referenced-by-count":0,"title":["Effects of tourism students\u2019 perceptions regarding the quality of online education on their satisfaction, self-efficacy expectations and commitment"],"prefix":"10.1108","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6561-9750","authenticated-orcid":true,"given":"Gustavo Quiroga","family":"Souki","sequence":"first","affiliation":[{"name":"Department of Marketing and Logistics, School of Business Administration, Polytechnic Institute of Set\u00fabal , ,","place":["Set\u00fabal, Portugal"]},{"name":"LQRC-CIEQV, Life Quality Research Centre , ,","place":["Set\u00fabal, Portugal"]},{"name":"Research Centre of Tourism, Sustainability, and Wellbeing (CinTurs), 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Portugal"]},{"name":"School of Hospitality and Tourism of Vila Real de Santo Ant\u00f3nio, Turismo de Portugal , ,","place":["Lisboa, Portugal"]}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8143-0923","authenticated-orcid":true,"given":"Lu\u00eds S\u00e9rgio Gon\u00e7alves","family":"Vieira","sequence":"additional","affiliation":[{"name":"Department of Psychology and Educational Sciences, Faculty of Humanities and Social Sciences, University of Algarve , ,","place":["Faro, Portugal"]},{"name":"CUIP-UALG , ,","place":["Lisbon, Portugal"]}]}],"member":"140","published-online":{"date-parts":[[2026,2,9]]},"reference":[{"issue":"2","key":"2026020611575829900_ref001","doi-asserted-by":"publisher","first-page":"863","DOI":"10.1080\/10494820.2020.1813180","article-title":"Covid-19 pandemic and online learning: the challenges and opportunities","volume":"31","author":"Adedoyin","year":"2020","journal-title":"Interactive Learning 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