The Effect of Collaborative Learning on Psychological Well-Being with the Mediating Role of Anxiety and Working Memory
Keywords:
working memory, collaborative learning, anxiety, psychological well-beingAbstract
Objective: The purpose of this study was to examine the effect of collaborative learning on students’ psychological well-being through the mediating roles of anxiety and working memory.
Methods and Materials: This applied study employed a descriptive–correlational design using structural equation modeling. The population consisted of all first-grade secondary school students in Garmsar during the 2023–2024 academic year, from whom 220 students were selected by simple random sampling. Data were collected using the Beck Anxiety Inventory, N-Back Working Memory Test, Pintrich and De Groot Learning Strategies Questionnaire, and Ryff Psychological Well-Being Scale. Data analysis was conducted using SPSS and SmartPLS with path analysis techniques.
Findings: Structural equation modeling results indicated that collaborative learning had a significant direct effect on psychological well-being (β=0.437, t=8.327). Anxiety significantly mediated this relationship (Sobel=4.080, VAF=0.189), and working memory also served as a significant mediator (Sobel=6.363, VAF=0.087). All structural paths demonstrated acceptable significance levels.
Conclusion: Collaborative learning enhances students’ psychological well-being by reducing academic anxiety and strengthening working memory, indicating that this multidimensional instructional approach plays a vital role in promoting mental health and learning quality in secondary education.
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Copyright (c) 2025 Somayyeh Shahhosseini (Author); Akbar Mohammadi; Davood Maanavipoor (Author)
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