The Mediating Role of Emotion Regulation and Cognitive Flexibility in the Relationship between Cooperative Learning and Social Skills of Students: A Cross-Sectional Study

Background Social skills are essential for university students' personal and professional development, influencing academic achievement, well-being, and employment. Elements such as Cooperative Learning, Emotion Regulation, and Cognitive Flexibility significantly contribute to the development of these critical skills. This study aims to examine the correlation between cooperative learning and the social skills components in university students, along with the mediating influence of emotion regulation and cognitive flexibility in this dynamic. Methods The research was conducted by the correlation method (using Structural Equation Modeling). The statistical population consisted of all university students at a certain university in Shandong. 502 participants were selected by a simple random sampling method. The participants responded to the Social Skill Inventory, the Cooperative Learning Application Scale, the Emotion Regulation Questionnaire, and the Cognitive Flexibility Inventory. Results from the partial least squares structural equation modeling (PLS-SEM) indicated that cooperative learning significantly affects students’ social skills. However, when mediated by emotion regulation and cognitive flexibility, the study confirmed the statistically significant mediating effect of both mediators in mitigating students’ social skills components. Results The results indicated that cooperative learning markedly improves students' social abilities. Furthermore, both emotional regulation (ER) and cognitive flexibility (CF) were identified as mediators of this connection, with partial mediation evident in many pathways. Cooperative learning favorably impacted emotional sensitivity and ER, while also influencing social sensitivity and expressiveness through CF. Conclusions The findings emphasize the necessity of incorporating ER and CF into educational methodologies, indicating that policies that advocate for cooperative learning can enhance students' emotional and social abilities. The study promotes training programs designed to develop these skills, hence cultivating a supportive learning environment that improves total social competencies.