INTERNATIONAL JOURNAL ANALYSIS

BLENDED LEARNING

Influences of depression, self-efficacy, and resource

Title management on learning engagement in blended learning
during COVID-19

Author’s Heeok Heo, Curtis J. Bonk, Min Young Doo

Journal ScienceDirect

Year of publication 2022

Volume number, Issues

Volume (54) Article 100856
number, Page number

Reviewer Andita Apriliasari (2019850022)

Analysis date 28 May 2022

ASSIGNMENT 1

Background of the Study, In the first paragraph, the reseachers emphasized that
Research Problems, Research the Covid -19 pandemic at the beginning of 2020 had an
Objectives, Participants impact on the world, one of which had an impact on
Involved, The education. Full face-to-face learning is being replaced by
School/Institution completely online learning and blended learning due to
social distancing.

The second paragraph, the researchers explains the

difficulties of students adapting to the new learning
environment.

The third paragraph, the researchers still emphasizes the

psychology of students where the possibility of their
anxiety increases because of the many restrictions on
attending class and isolation. Loneliness and anxiety have
 grown into a much larger population with COVID-19
restrictions. Therefore, it is necessary to study how
students' psychological well-being affects learning during
the COVID-19 pandemic.

In the fourth paragraph, the researchers mentions the

research objectives. In this study, the researchers aim to
examine how the psychological well-being of students
affects learning from a self-regulating perspective. This
research raises the problem:
1. Investigating the effect of self-efficacy and resource
management (eg time management, learning environment,
and business regulation) as self-regulated behavior on
student learning engagement.
2. The researchers examine the extent to which depression
moderates the effect of self-efficacy for learning and
resource management on learning engagement.

This study was investigated by researchers at a residential

university in South Korea with 1435 student participants.

ASSIGNMENT 2

Research Methode The researcher uses quantitative research methods, in

which the researcher provides question instruments to
students. The researcher also presents the results in the
form of numbers in the table using hypothesis testing.
Techniques of Collecting the In data collection, researchers made an online survey
Data
and then distributed it to campuses using an electronic
bulletin board and university learning management
system. Students can voluntarily participate in the
survey.
Techniques of Analyzing the In data analysis, to answer research question 1, the
Data researcher used descriptive and multiple choice
analysis. Researchers conducted a structural equation
model using maximum estimates to examine questions
and using hypothesis testing.

To answer question 2, the researcher used multi-group

moderation and used structural equation modeling
using the chi-squared difference test to examine the
moderating effect of depression (non-depressed
students vs depressed students) on the effect of self-
efficacy for learning and resource management on
learning engagement.

The researcher used several fit indices for the analysis

used to assess any differences between the proposed
model and the data: comparative fit index (CFI),
Tucker-Lewis index (TLI), root mean square error of
approximation (RMSEA), standard residual root mean
square ( SRMR), and the chi-square test.

ASSIGNMENT 3

Literature Review Researchers in the literature review divide 3 points in

it which include:
1. Psychological factors (depression, self-efficacy)
and learning engagement
Researchers say that the stress factor is obtained by
many students in higher education because it is related
to ongoing academic demands. The psychological
well-being of students is a prerequisite for successful
learning outcomes, this is where researchers found
concerns about the psychological well-being of
students during the Covid-19 era.
The researcher also mentions the affective factors that
influence the psychological well-being of students
which are the focus of the researchers on depression
and self-efficacy, both of which are important factors
for understanding successful learning engagement.

During this Covid-19 it has caused a level of

depression which has an impact on all, including
students. Social distancing, unemployment and
financial insecurity during COVID-19 may have led to
worse rates of depression.
Researchers cite the opinion of Liu, Yao, Li, & Zhang
(2020) In fact, many studies report that depression
among college students during the pandemic has
affected their learning engagement and academic
achievement. According to Suldo, Parker, Shaunessy-
Dedrick, & O'Brennan, 2019; Varghese, Norman, &
Thavaraj, 2015; Wang, Chow, Hofkens, & Salmela-
Aro, 2015 These studies also found that depressed
students became less involved in emotional and
cognitive processing across a variety of learning
contexts.

The researcher explained that self-efficacy related to

learning is another psychological factor that can affect
learning engagement. This self-efficacy is where a
person's ability to organize and take action shows the
level of increasing student effort by independent
learning. According to Liu et al (2020) students'
efficacy beliefs can increase their intrinsic motivation
to learn, promote the use of effective learning
strategies, and further increase their involvement
during learning.

2. Self-regulated learning and successful online

learning
The researcher explains that independent learning is
important. Students can learn independently to set
learning goals and also control themselves on their
learning resources and environment.
Researchers cite expert opinion that is according to
Biwer et al,. (2021); Lee, Choi, & Kim, (2013) that
learning strategies focus on resources as an important
factor in online learning, including managing and
controlling time, effort, and the learning environment.
The use of independent learning strategies is a signal
of students' active learning engagement in the context
of online learning and mixed learning (Xie, Hensley,
Hukum, & Sun, 2017). The elaboration strategy
carried out on learning content combined with critical
thinking allows students to process learning content in
depth and evaluate learning outcomes critically (Li &
Lajoie, 2021; Pellas, 2014; Woolley, 2011).

3. Relationship among variables in this study

In this section, the researcher explains about the
reciprocal relationship between students' self-afficacy
and independent learning to achieve learning
objectives. In the opinion of Li and Zheng (2018)
found a strong relationship between self-efficacy and
student self-learning in a one-to-one computing
environment.
The researcher also stated that self-efficacy had a
positive effect on natural resource management,
including business arrangements and time
management/learning environment as well as student
learning involvement.
 Depression, as another psychological factor in this
study, is associated with learning outcomes
expectations and self-efficacy beliefs, which are
related to interest and persistence in tasks as well as
active performance (Linnenbrink & Pintrich, 2003).
While depression as an emotional state is an important
source that can influence self-efficacy beliefs, self-
efficacy beliefs influence depressed mood and active
performance (MadduX & Meier, 1995).

ASSIGNMENT 4

Research Findings Researchers investigated the moderating relationship

of depressed students during the Covid 19 era by
comparing a group of students who were not
depressed (N 1225) and a group of students who were
depressed (N 210). The research findings show that
self-efficacy positively affects resource management
including time management and learning environment
as well as effort management in both groups.

Another major finding was that self-efficacy directly

and indirectly affected learning engagement in the
non-depressed group. As shown in this study, self-
efficacy for learning by itself was only related to
learning engagement in non-depressed students. With
extrapolation, when students have a high level of self-
efficacy, they can be more confident and confident
that learning tasks and problems can be adequately
mastered. However, a direct effect of self-efficacy on
learning engagement was not found in the depression
group. In contrast, in the depression group, self-
efficacy indirectly affects learning engagement
through resource management. To compensate for the
 lower self-efficacy levels of some learners, there
should be further support to help students become
more competent in independent learning and
effectively allocate personal resources when faced
with challenging learning situations.

Researchers also found differences between the non-

depressed and depressed groups in terms of the effect
of students' time and environmental management on
learning engagement. In particular, the effect of time
management and learning environment on learning
engagement in the depressed group was greater than in
the non-depressed group. This finding implies that
instructors need to pay more attention to students with
moderate to high levels of depression to strengthen
their time and learning environment management to
increase their learning engagement. Finally, the
researcher examined whether students' level of
depression moderated the effect of self-efficacy for
learning and resource management on learning
engagement using a multi-group analysis. There were
statistical differences between the non-depressed
group and the depressed group. The findings suggest
that variables, such as self-efficacy for learning,
business management, or time management and
learning environment, influence learning engagement,
and their effects may differ based on the learner's level
of depression.
Result For the results, the researcher used 3 analytical
models; Descriptive analysis, hypothesis testing,
model comparison. The three analyzes resulted in the
conclusion that to estimate the effect of three
independent variables (ie, self-efficacy, time and
learning environment management, and effort
 regulation) on learning engagement, multiple
regression analysis was performed. The results
showed that self-efficacy (β 0.38, t 16.81 p <.001),
business management (β 0.25, t 9.60, p < .001), and
time management and learning environment (β 0.20, t
7.98, p < .001 ) significantly predicts learning
engagement. These three variables predict about
49.3% of learning engagement.

In hypothesis testing, the researcher compared the

results for the first five hypotheses from two groups,
students who were not depressed (N 1225) and
students who were depressed (N 210). Meanwhile, for
students who were not depressed, the results showed
that all hypotheses were accepted (t > 3.30, p < 0.001).
Self-efficacy has a significant effect on business
regulation (β 0.55, t 13.48), time and environment
management (β 0.65, t 14.47), and learning
engagement (β 0.25, t 5.38). ; consequently, H1, H2,
and H3 are supported. Effort regulation (β 0.35, t
8.81) and time and environment management (β 0.34 t
6.87) had a positive effect on learning engagement;
thus, H4 and H5 are supported.

The results of hypothesis testing show the difference

between group of depressed and non-depressed
students. A direct effect of self-efficacy on learning
engagement was not found in the depression group in
hypothesis testing. However, the indirect effect of
self-efficacy on learning engagement through time and
learning environment management and effort
regulation was statistically significant at p < .05.
Conclusion Given that the COVID-19 pandemic has lasted longer
than expected, educators and scholars have expressed
concern about the psychological well-being of
students and their negative impact on learning
outcomes. This study examines the effect of self-
efficacy and resource management on learning
engagement from a self-regulated perspective.

In addition, this study identifies indirect effects of

self-efficacy on learning engagement through resource
management including time management and learning
environment and effort regulation. This finding
supports the results of Shea and Bidjerano (2010) that
self-efficacy indirectly affects cognitive presence
through effort regulation in online learning
environments.

These findings suggest that variables, such as self-

efficacy for learning, business management, or time
management and learning environment, influence
learning engagement, and their effects may differ
based on the student's level of depression. In other
words, it is necessary to apply different learning
strategies and provide different support for depressed
students.