Impact of Cooperative Learning on Problem-Solving Skills and Self-Efficacy in Pre-Service Teachers: An Analysis between Permanent and Newly-Formed Groups
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| Title: | Impact of Cooperative Learning on Problem-Solving Skills and Self-Efficacy in Pre-Service Teachers: An Analysis between Permanent and Newly-Formed Groups |
|---|---|
| Language: | English |
| Authors: | Héctor Galindo-Dominguez, Martín Sainz de la Maza, Daniel Losada Iglesias, José María Etxabe Urbieta |
| Source: | Curriculum and Teaching. 2026 41(1):85-102. |
| Availability: | James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cooperative Learning, Problem Solving, Self Efficacy, Preservice Teachers, Educational Benefits, Group Dynamics, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.7459/ct/410106 |
| ISSN: | 0726-416X 2201-0602 |
| Abstract: | This study examines whether cooperative learning contributes to developing problem-solving skills and self-efficacy among pre-service teachers. A total of 477 students participated (M = 19.28; SD = 2.66). Findings show that, in permanent groups, the relationship between cooperative learning and self-efficacy is mediated by specific problem-solving skills, such as emotional regulation and evaluation of outcomes. However, newly formed groups did not show significant improvements in problem-solving skills or self-efficacy. These results highlight the potential of cooperative learning to enhance key competencies in stable groups and emphasize the need to intentionally develop its foundational elements in new groups. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508678 |
| Database: | ERIC |
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