Heo Heeok, Bonk Curtis J, Doo Min Young
Department of Computer Education, College of Education, Sunchon National University, Republic of Korea.
Instructional Systems Technology, Indiana University, Bloomington, IN, USA.
Internet High Educ. 2022 Jun;54:100856. doi: 10.1016/j.iheduc.2022.100856. Epub 2022 Apr 16.
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.
本研究基于自我调节理论，探讨了新冠疫情期间自我效能感、资源管理与学习投入之间的结构关系。我们还通过比较非抑郁组和中度至高度抑郁组，研究了抑郁水平是否调节这些因素之间的结构关系。本研究证实，无论抑郁水平如何，资源管理都对学习投入有影响。学习自我效能感也对资源管理有影响。本研究的意义在于，自我效能感是学习资源管理的前提条件。然而，仅在非抑郁组中观察到学习自我效能感对学习投入的直接影响。在抑郁组中，学习自我效能感通过资源管理间接影响学习投入。应鼓励诸如资源管理等自我调节行为，以提高抑郁学生的学习投入。还应定期监测学生的抑郁情况，以帮助在新冠疫情期间及之后提高学习投入。
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