The relationship between regulatory focus and learning engagement among Chinese adolescents

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

“…Students are not excluded from the impact of this unprecedented pandemic. In fact, many studies have reported that depression among college students during the pandemic has affected their learning engagement and academic achievement ( Liu, Yao, Li, & Zhang, 2020 ). These studies have also found that students who are depressed become less engaged in emotional and cognitive processing across various learning contexts ( Suldo, Parker, Shaunessy-Dedrick, & O'Brennan, 2019 ; Varghese, Norman, & Thavaraj, 2015 ; Wang, Chow, Hofkens, & Salmela-Aro, 2015 ).…”

“…In the context of online learning, Lee, Watson, and Watson's (2020) study on massive online open courses (MOOCs) also found that self-efficacy was statistically correlated with adopting self-regulated strategies. According to Liu et al (2020) , students' efficacy belief can boost their intrinsic motivation to learn, promote the use of effective learning strategies, and further enhance their engagement. However, Wu, Li, Zheng, and Guo (2020) reported no significant effects of self-efficacy on academic performance in medical education.…”

“…In the context of online learning, Lee et al's (2020) study on massive online open courses (MOOCs) also found that self-efficacy was statistically correlated with adopting resource management strategies, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. According to Liu et al (2020) , students' self-efficacy beliefs can boost their intrinsic motivation to learn, promote the use of effective learning strategies, and further enhance their engagement. Along these same lines, Lynch and Dembo (2004) found a significant correlation between self-efficacy for learning and resource management in blended learning; however, their study also pointed out that only self-efficacy for learning significantly contributed to learning outcomes in this particular study.…”

“…Similarly, Garvik et al (2014) emphasized the impact of depression on school engagement as well as academic achievement. They recommended that a higher priority be placed on research that attempts to better understand the link between depression and school engagement given the mixed results on the relationship between depression and learning engagement (e.g., Adam, 2020; Liu et al, 2020 ). From a clinical perspective, Admon and Pizzagalli (2015) reported dysfunctional reward processing of depressed students.…”

Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model

“… Alivernini and Lucidi (2011) posited that academic self-efficacy reflected students’ cognitive ability in their academic fields and predicted academic achievement. Many studies have shown that academic self-efficacy has an impact on students’ academic engagement ( Uçar and Sungur, 2017 ; Liu et al, 2020 ). On the one hand, academic self-efficacy affects students’ academic efforts and persistence.…”