Impact of Cooperative Learning on Problem-Solving Skills and Self-Efficacy in Pre-Service Teachers: An Analysis Between Permanent and Newly-Formed Groups

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.