SELF-REGULATION AND SELF-DISCIPLINE: IMPLICATION ON TVL STUDENTS' FOOD AND BEVERAGE SERVICE SKILLS

The food and beverage service industry requires workers to demonstrate technical competence, professionalism, and consistent performance under pressure. Thus, technical-vocational education must prepare students with industry-relevant skills and behavioral competencies such as self-discipline and self-regulation. However, few studies have examined how self-regulation and self-discipline jointly predict students’ food and beverage service skills, particularly in technical-vocational education. This study examined these behavioral factors as predictors of the food and beverage service skills of Senior High School Technical-Vocational-Livelihood (TVL) students. A descriptive-correlational design was employed, involving the total enumeration of 150 Grade 12 students. Data were analyzed using descriptive statistics and multiple regression analysis. Findings revealed that students demonstrated exceptionally strong self-discipline and high technical proficiency, with order-taking emerging as their most mastered competency. Multiple regression analysis further established that self-regulation and self-discipline were significant positive predictors of technical competence, jointly explaining nearly one-quarter of the variance in service skills. These findings suggest that strong behavioral control contributes to students’ readiness to meet professional service standards. Nevertheless, difficulties in complex order-taking indicate the need to strengthen students’ ability to regulate their responses during demanding service situations. The study recommends integrating metacognitive strategies into technical training to enhance self-monitoring, behavioral control, and performance consistency. Furthermore, collaboration between schools and industry partners is encouraged to align students’ behavioral competencies, practical training, and career preparation with workplace expectations.