European Journal of Psychology of Education

, Volume 27, Issue 3, pp 439–449 | Cite as

The jigsaw technique and self-efficacy of vocational training students: a practice report

  • Céline Darnon
  • Céline Buchs
  • Delphine Desbar


Can teenagers’ self-efficacy be improved in a short time? Previous research has shown the positive effect of cooperative learning methods, including “jigsaw classrooms” (Aronson and Patnoe, 1997), on various outcomes (e.g., the liking of school, self-esteem, and reduction of prejudices). The present practice report investigated the effects of jigsaw technique in boosting the self-efficacy of students enrolled in a vocational curriculum. Over a period of four sessions, 33 male participants studied school materials either in jigsaw groups or in a traditional class (individual work). Their academic self-efficacy in math and French was measured before and after treatment. Results indicated that students’ self-efficacy increased after the four sessions, but only in the jigsaw group. This report provides additional evidence supporting the benefit of jigsaw classrooms based on a different outcome than the one used in previous research—namely, self-efficacy—and among a particular population—namely, vocational trainees. Implications for classroom practice are discussed. In particular, the present practice report demonstrates that implementing the jigsaw approach in classrooms might be an effective tool for enhancing the quality of vocational students’ school experience.


Jigsaw Cooperation Self-efficacy Vocational training 



We wish to thank the staff of the Centre de formation des apprentis de l’industrie, particularly Sébastien Jeanneau for his involvement in the present research program. This work was supported by the French Agence Nationale pour la Recherche (ANR-08-JCJC-0065-01) and by the “Conseil Régional Auvergne”.


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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2012

Authors and Affiliations

  • Céline Darnon
    • 1
  • Céline Buchs
    • 2
  • Delphine Desbar
    • 3
  1. 1.Laboratoire de Psychologie Sociale et CognitiveClermont Université, Université Blaise Pascal, and French University InstituteClermont-Ferrand CedexFrance
  2. 2.F.P.S.E, Sciences de l’éducationUniversité de Genève, Section des sciences de l’éducationGenève 4Switzerland
  3. 3.Laboratoire de Psychologie Sociale et CognitiveClermont Université, Université Blaise PascalClermont-Ferrand CedexFrance

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