Influence of Cooperative Learning on Self-efficacy, Attention Concentration, and School Life Satisfaction: On University Students Majoring in Art Design

This study is to compare the effects of design cooperative learning and individual learning on psychological variables such as self-efficacy, attention concentration, and school life satisfaction. The subjects of the study are a total of 120 students, 57 in the experimental group and 63 in the control group, who are third graders in the department of art design at H university in Hunan Province of China. The SPSS 25 program is used for statistical processing of the data, and t test is performed to analyze the difference in the average value of each variable. It explores whether design cooperative learning helps improve self-efficacy, attention concentration, and school life satisfaction compared to design individualized learning. As a conclusion, it is confirmed that these university students who have cooperative learning had a more positive effect on their self-efficacy, attention, and satisfaction with school life than those who have individualized learning. In future studies, it will be necessary to examine changes by major and family-related factors of university students in order to improve self-efficacy, attention concentration, and school life satisfaction in cooperative learning of various design subjects.