تأثیر تدریس مشارکتی بر انسجام گروهی دانشجویان: بررسی نقش واسطه‌ای رویکردهای مشارکت
الموضوعات :
مهدی محمدی
1
(عضو هیأت علمی دانشکدۀ علوم تربیتی و روان‌شناسی دانشگاه شیراز)
رحمت اله مرزوقی
2
(عضو هیأت علمی دانشکدۀ علوم تربیتی و روان‌شناسی دانشگاه شیراز)
رضا ناصری جهرمی
3
(دانشجوی دکتری برنامه‌ریزی درسی دانشگاه شیراز)
مریم درفشان
4
(دانشجوی دکتری روان‌شناسی تربیتی دانشگاه شیراز)
زینب مختاری
5
(دانشجوی کارشناسی ارشد آموزش و بهسازی منابع انسانی دانشگاه شهید بهشتی)
الکلمات المفتاحية: دانشجویان, رویکردهای مشارکت, تدریس مشارکتی, انسجام گروهی,
ملخص المقالة :
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 ) و پیش‌بینی‌کنندۀ مثبت و معنی‌دار رویکردهای جمع‌گرایی و فردگرایی دانشجویان (33/0=2R، 001/0>P ) است. همچنین رویکردهای جمع‌گرایی و فردگرایی دانشجویان پیش‌بینی‌کنندۀ مثبت و معنی‌دار انسجام گروهی در آنان (51/0=2R، 001/0>P ) است.
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