Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19

Heeok Heo; Curtis J Bonk; Min Young Doo

doi:10.1016/j.iheduc.2022.100856

Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during COVID-19

Internet High Educ. 2022 Jun:54:100856. doi: 10.1016/j.iheduc.2022.100856. Epub 2022 Apr 16.

Authors

Heeok Heo¹, Curtis J Bonk², Min Young Doo³

Affiliations

¹ Department of Computer Education, College of Education, Sunchon National University, Republic of Korea.
² Instructional Systems Technology, Indiana University, Bloomington, IN, USA.
³ Department of Education, Kangwon National University, Chuncheon-si, Republic of Korea.

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.

Keywords: COVID-19; Depression; Learning engagement; Resource management; Self-efficacy; Undergraduates.