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

Heo, Heeok; Bonk, Curtis J.; Doo, Min Young

doi:10.1016/j.iheduc.2022.100856

Cited by 45 publications

(39 citation statements)

References 83 publications

(109 reference statements)

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“…That is, students, learn synchronously or asynchronously online at a time and place that is convenient for them, such as at home. Autonomy without self-efficacy and selfregulated learning, on the other hand, can have negative consequences, such as procrastination (Heo et al, 2022). Nevertheless, students' engagement in the online classroom is crucial as students need to set self-paced learning, and set their own learning goals to maximize learning outcomes.…”

Section: Online Classroom Vs In-person Learningmentioning

confidence: 99%

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Abdillah

Sueb²

2022

Pioneer. J. Lang. Lit

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As the situation of the Covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to the post-pandemic. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This qualitative study collected the data through observation and questionnaires, involving two classes of junior high school students (N=70) of one urban public school in Sidoarjo, East Java, where blended learning was mandatory during the transition period. The results show a clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They were more interested in the subject and had an easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase students’ engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for English learning after the pandemic.

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Section: Online Classroom Vs In-person Learningmentioning

confidence: 99%

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Abdillah

Sueb²

2022

Pioneer. J. Lang. Lit

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“…That is, low-income students with parents who have few resources might experience difficulties increasing their self-efficacy since COVID-19. This phenomenon existed before COVID-19 ( 1 , 13 , 14 , 19 ), but it may have been even more evident since COVID-19 emerged. Thus, the current study included a comparative analysis to examine how parents' educational attainment influences the relationship between family satisfaction and self-efficacy among low-income adolescents since COVID-19.…”

Section: Discussionmentioning

confidence: 99%

“…In March 2020, a measure of academic self-efficacy was inversely associated with anxiety among Spanish university students ( 12 ). In spring semester 2021, academic self-efficacy significantly predicted Korean university student's engagement in their hybrid learning ( 13 ). Last, a few studies examined the importance of self-efficacy during COVID-19 among adults of all ages.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, in a longitudinal study of Polish adolescents, when mothers' educational level increased over time, so did their adolescent children's general self-efficacy scores ( 12 ). In another sample of regular and vocational high school students in China, students in regular high schools reported significantly higher maternal and paternal educational attainment ( 13 ). Although parental educational attainment and adolescent self-efficacy were not directly compared, students in regular high schools, whose parents had higher educational attainment, reported higher self-efficacy than the vocational high school students ( 13 ).…”

Section: Introductionmentioning

confidence: 99%

“…In another sample of regular and vocational high school students in China, students in regular high schools reported significantly higher maternal and paternal educational attainment ( 13 ). Although parental educational attainment and adolescent self-efficacy were not directly compared, students in regular high schools, whose parents had higher educational attainment, reported higher self-efficacy than the vocational high school students ( 13 ). In another sample of African American high school students, those who reported higher parental SES – including parental educational attainment – reported higher career self-efficacy than adolescents with lower parental SES ( 14 ).…”

Section: Introductionmentioning

confidence: 99%

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Family satisfaction and self-efficacy among low-income adolescents during the COVID-19 pandemic: A comparative analysis of parents' educational attainment

et al. 2022

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PurposesGiven that the period from middle to high school is important to develop and cultivate self-efficacy, reduced support in low-income families might negatively influence the development of self-efficacy among low-income students since COVID-19. This study aims to investigate the association between family satisfaction and self-efficacy among low-income students since COVID-19 and the moderating effect of parents' educational attainment on the relationship.Methods255 low-income students in South-Korea were selected for the final sample. The PROCESS macro 3.4 for Statistical Product and Service Solutions was used to analyze the data.ResultsFamily satisfaction was positively related to self-efficacy among low-income students. There was a significant moderating effect of parents' educational attainment on the relationship between family satisfaction and self-efficacy among low-income students during the COVID-19 pandemic.DiscussionFinancial support and COVID-19 benefits should be prioritized to low-income families with adolescents to improve family relationships, leading to increase self-efficacy among low-income students. Social welfare programs targeting family relationships in low-income households should be especially targeted toward low-income households without a parent who received higher education. Life-long education should be provided to parents in low-income families who did not gain higher education as their educational attainment influences the self-efficacy of their adolescent children.

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Students’ Mental Health in the Post-COVID Era

Jiang,

Zheng,

Dale

et al. 2024

The Emergence of the Digital World

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

Cited by 45 publications

References 83 publications

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom

Family satisfaction and self-efficacy among low-income adolescents during the COVID-19 pandemic: A comparative analysis of parents' educational attainment

Students’ Mental Health in the Post-COVID Era

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