The Effectiveness of Peer Learning in Two Educational Models — Workshop-Based Model-Centered and Art-Based Creativity-Centered — on Self-Efficacy, Divergent Thinking, and Emotional Intelligence of Art Students

Abstract

The present study aimed to investigate the effectiveness of co-learning of two educational models, namely workshop-based model-oriented and art-based creativity-oriented approaches, on self-efficacy, divergent thinking, and emotional intelligence of vocational school students in Qorveh County. This research was applied in terms of purpose and quasi-experimental in terms of method, employing a pretest-posttest design with two experimental groups. The statistical population included all vocational school students in Qorveh County during the 2025-2026 academic year. The research sample consisted of 60 art students who were selected through convenience sampling and assigned to two groups of 30 participants each (one group receiving the workshop-based model-oriented model and the other receiving the art-based creativity-oriented model). The research instruments included the Sherer General Self-Efficacy Questionnaire (1982), the Torrance Test of Divergent Thinking (1974), and the Schutte Emotional Intelligence Questionnaire (1998). Educational interventions were implemented over eight 90-minute sessions. Data were analyzed using multivariate analysis of covariance. The findings indicated that both educational models led to significant increases in self-efficacy, divergent thinking, and emotional intelligence scores at the posttest stage. Furthermore, the results showed that the model-oriented approach was significantly more effective than the creativity-oriented approach in enhancing self-efficacy, while the creativity-oriented approach was significantly more effective than the model-oriented approach in enhancing both divergent thinking and emotional intelligence. The effects of both interventions remained stable after one month. In conclusion, co-learning of the two educational models—workshop-based model-oriented and art-based creativity-oriented—is effective on self-efficacy, divergent thinking, and emotional intelligence of vocational school students; however, the effectiveness of each model varies depending on the dependent variable. Therefore, the selection of an appropriate educational model in vocational schools should be based on the educational goal and the component to be strengthened in students. It is recommended that future research design and test a combined model.