Cooperative learning, positive classroom climate, school environment, and mindset: Unraveling their impact on students’ social-emotional learning

บทคัดย่อ

This study investigates the complex dynamics between cooperative learning,
positive classroom climate, school environment, and mindset in fostering
students’ social-emotional learning (SEL). Using Partial Least Squares
Structural Equation Modeling (PLS-SEM) and mediation analysis of data
from 1,111 early secondary students in Northern Thailand, the findings reveal
a nuanced interplay of factors. Cooperative learning emerged as the strongest
direct influencer on SEL, demonstrating a medium effect size (f² = 0.176),
followed by growth mindset (f² = 0.076). Notably, school environment exhibited
the highest total effect (b = 0.537) and indirect effect (b = 0.447), primarily
channeled through positive classroom climate and cooperative learning. Both
fixed and growth mindsets demonstrated remarkable mediating capabilities
when integrated with supportive environmental factors, achieving full mediation
in two distinct pathways (VAF = 0.8050 for fixed mindset and VAF = 0.8255 for
growth mindset). These findings underscore the critical importance of aligning
external educational ecosystems with students’ internal mindsets, offering
valuable insights for educators and policymakers in designing comprehensive
SEL interventions across diverse educational contexts.