تأثیر تدریس مشارکتی بر انسجام گروهی دانشجویان: بررسی نقش واسطه‌ای رویکردهای مشارکت

دانش و پژوهش در روان شناسی کاربردی

مقاله 6، دوره 16، شماره 3 - شماره پیاپی 61، آبان 1394، صفحه 49-59   

نویسندگان

مهدی محمدی^{* 1}؛ رحمت اله مرزوقی¹؛ رضا ناصری جهرمی²؛ مریم درفشان³؛ زینب مختاری⁴

¹عضو هیأت علمی دانشکدۀ علوم تربیتی و روان‌شناسی دانشگاه شیراز

²دانشجوی دکتری برنامه‌ریزی درسی دانشگاه شیراز

³دانشجوی دکتری روان‌شناسی تربیتی دانشگاه شیراز

⁴دانشجوی کارشناسی ارشد آموزش و بهسازی منابع انسانی دانشگاه شهید بهشتی

چکیده

هدف از این پژوهش، بررسی تأثیر تدریس مشارکتی بر انسجام گروهی دانشجویان با واسطۀ نحوۀ مشارکت آنان در فرایند یاددهی ـ یادگیری بود. روش پژوهش از نوع همبستگی و جامعۀ آماری شامل تمامی دانشجویان مقطع کارشناسی رشتۀ مترجمی زبان انگلیسی دانشگاه آزاد اسلامی واحد بندرعباس و دانشگاه آزاد اسلامی واحد مرودشت، در سال تحصیلی 93ـ1392 بود. ابزار پژوهش پرسشنامۀ محیط گروهی (کارون و همکاران، 1985) و پرسشنامۀ رویکردهای مشارکت (تریاندیس و همکاران، 1994) بود. نتایج نشان داد که تدریس مشارکتی پیش‌بینی‌کنندۀ مثبت و معنی‌دار انسجام گروهی دانشجویان (49/0=2R، 001/0>P < /span>) و پیش‌بینی‌کنندۀ مثبت و معنی‌دار رویکردهای جمع‌گرایی و فردگرایی دانشجویان (33/0=2R، 001/0>P < /span>) است. همچنین رویکردهای جمع‌گرایی و فردگرایی دانشجویان پیش‌بینی‌کنندۀ مثبت و معنی‌دار انسجام گروهی در آنان (51/0=2R، 001/0>P < /span>) است.

کلیدواژه‌ها

تدریس مشارکتی؛ انسجام گروهی؛ رویکردهای مشارکت؛ دانشجویان

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