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研究了 COVID-19 时代自我效能、资源管理和学习参与之间的结构关系。我们还通过比较非抑郁组和中度至重度抑郁组来研究抑郁程度是否会调节因素之间的结构关系。这项研究证实，无论抑郁程度如何，资源管理都会影响学习参与度。学习的自我效能感也影响了资源管理。本研究的意义在于，自我效能感是学习资源管理的先决条件。然而，仅在非抑郁组中观察到自我效能对学习投入的直接影响。学习的自我效能感通过抑郁组的资源管理间接影响学习投入。应该鼓励自我调节的行为，例如资源管理，以提高抑郁学生的学习参与度。还应定期监测学生的抑郁症，以帮助提高 COVID-19 时代期间和之后的学习参与度。