Examining the relationship between cooperative learning, academic self-efficacy, learning approaches, and cognitive flexibility among Cambodian pre-service teachers

Studies suggest positive associations between cooperative learning, academic self-efficacy, learning approaches, and cognitive flexibility. However, research analysing these variables in one system remains scarce. This study examined the relationship between cooperative learning, academic self-efficacy, learning approaches, and cognitive flexibility among 365 Cambodian pre-service teachers from two teacher education colleges, and further tested the mediating roles of academic self-efficacy and learning approaches. Structural equation analyses revealed direct and indirect effects of cooperative learning on cognitive flexibility through academic self-efficacy and deep learning approaches, operating both independently and sequentially. Mediating effects through surface learning approaches were not statistically significant. This research advances existing literature by uncovering how cooperative learning develops pre-service teachers’ cognitive flexibility via academic self-efficacy and deep learning approaches.