Examining the Mediating Effect of Self-Confidence in Pair Work

Pair work is widely recognized as an effective pedagogical strategy for promoting collaboration, engagement, and meaningful learning experiences. However, limited empirical evidence exists regarding the role of self-confidence as a mediating mechanism linking learners’ satisfaction with pair work outcomes. This study examined the mediating effect of self-confidence on the relationships between satisfaction, social interactions, and socio-cultural context in pair work settings. Grounded in Sociocultural Theory, Social Constructivist Theory, and Self-Efficacy Theory, the study employed a quantitative research design involving 225 respondents from various academic disciplines. Data were collected using a structured questionnaire adapted from established instruments and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4. The findings revealed that satisfaction significantly predicted self-confidence, while self-confidence had significant positive effects on both social interactions and socio-cultural context. In contrast, satisfaction did not have significant direct relationships with social interactions or socio-cultural context. These results indicate that self-confidence functions as an important mediating variable through which learners’ satisfaction influences their collaborative experiences in pair work. The model demonstrated satisfactory reliability, validity, and predictive relevance, supporting the robustness of the proposed framework. The study contributes to the growing body of literature on collaborative learning by highlighting the central role of self-confidence in enhancing learners’ social engagement and socio-cultural adaptation within pair work environments. The findings provide practical implications for educators seeking to design learner-centered collaborative activities that foster confidence, meaningful interaction, and positive learning outcomes

Pair Work, Self-Confidence, Social Interaction, Socio-Cultural Context, PLS-SEM

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