Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19.
Internet High Educ
; 54: 100856, 2022 Jun.
Article
in English
| MEDLINE | ID: covidwho-1796728
ABSTRACT
This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Language:
English
Journal:
Internet High Educ
Year:
2022
Document Type:
Article
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