fa تعیین اثربخشی تدریس مشارکتی مبتنی‌بر بحث گروهی در افزایش پیوند با مدرسۀ دانش‌آموزان مقطع متوسطۀ اول روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <p dir="rtl" style="text-align: right;"><strong>زمینه و هدف:</strong> طبق تأکید نظریه‌پردازان و پژوهشگران روان‌شناسی، ناتوانی‌های تحصیلی اغلب ناشی از کاهش پیوند بین دانش‌آموزان و مدرسه است. ازطرفی، یک مشکل به‌خصوص مرتبط با ناتوانی‌های تحصیلی، مربوط به مشکلات به‌کارگیری روش‌های فعال تدریس توسط معلمان است؛ بنابراین، پژوهش حاضر باهدف تعیین اثربخشی تدریس مشارکتی مبتنی‌بر بحث گروهی بر افزایش پیوند با مدرسه در دانش‌آموزان مقطع متوسطۀ اول انجام شد.</p> <p dir="rtl" style="text-align: right;"><strong>روش‌بررسی:</strong> این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه گواه بود. جامعۀ آماری پژوهش متشکل از دانش‌آموزان مقطع (دوره) متوسطۀ اول شهر اردبیل در سال تحصیلی ۱۴۰۴-۱۴۰۳ بود. از بین آن‌ها، سی نفر واجد شرایط داوطلب به‌روش نمونه‌گیری دردسترس و پس از کسب معیارهای ورود به مطالعه، به‌صورت تصادفی در دو گروه پانزده‌نفرۀ آزمایش و گواه جای داده شدند. ابزار به‌کاررفته در پژوهش، پرسش‌نامۀ پیوند با مدرسه (رضایی شریف و همکاران، ۱۳۹۳) بود. تدریس مشارکتی مبتنی‌بر بحث گروهی <span dir="ltr">جیگ‌ساو</span> طی هشت جلسۀ نوددقیقه‌ای تنها برای گروه آزمایش اجرا شد. تحلیل داده‌ها با استفاده از تحلیل کوواریانس تک‌متغیره در نرم‌افزار <span dir="ltr">SPSS</span> نسخهٔ ۲۷ انجام شد. سطح معنا‌داری آزمون‌های آماری ۰٫۰۵ درنظر گرفته شد.</p> <p dir="rtl" style="text-align: right;"><strong>یافته‌ها:</strong> نتایج نشان داد، بعد از حذف اثر پیش‌آزمون، اثر تدریس مشارکتی مبتنی‌بر بحث گروهی بر پیوند با مدرسه در گروه آزمایش معنادار بود (<span dir="ltr"><em>p</em> < ۰٫۰۰۱</span>). اندازۀ اثر نشان داد، ۳۰٫۱درصد از تغییرات پیوند با مدرسه در مرحلۀ پس‌آزمون به‌واسطۀ دریافت مداخله تبیین شد.</p> <p dir="rtl" style="text-align: right;"><strong>نتیجه‌گیری:</strong> براساس نتایج، تدریس مشارکتی مبتنی‌بر بحث گروهی بر افزایش پیوند با مدرسه در دانش‌آموزان مقطع متوسطۀ اول اثربخشی دارد؛ ازاین‌رو، به‌کارگیری این روش تدریس در مدارس توصیه می‌شود.</p> <p dir="ltr" style="text-align: left;"><strong>Background & Objectives:</strong> Attending to school bonding is a critical issue during school years, as it significantly impacts students&rsquo; personal and social lives. Among the numerous instructional methods, collaborative teaching based on group discussion stands out as a method that focuses on active learner engagement, immediate feedback, and the creation of a safe environment for trial and error, thereby increasing motivation and participation. As a form of student&ndash;centered instruction, collaborative teaching based on group discussion shifts the focus from the teacher to the student; in this approach, learners, in collaboration with the teacher, take responsibility for their own learning and act as supporters and collaborators rather than competitors. A review of theoretical and empirical literature regarding the impact of active learning methods, such as collaborative teaching based on group discussion, indicates that these methods positively influence students&rsquo; academic behaviors. However, very few studies have examined the impact of this specific instructional method on school bonding. Therefore, the present study was conducted to determine the effectiveness of collaborative teaching based on group discussion on school bonding among junior high school students.</p> <p dir="ltr" style="text-align: left;"><strong>Methods:</strong> The statistical population consisted of all junior high school students in Ardabil during the 2024&ndash;2025 academic year. For sampling, one girls&rsquo; school and one boys&rsquo; school were first selected using convenience sampling. All students in these schools (N=460) were requested to complete the School Bonding Questionnaire (SBQ) as a pretest. Following the calculation of means, it was determined that the average score for ninth&ndash;grade students was below the cutoff score of 120. Since this group aligned with the overall objective of the present study, 30 eligible volunteers entered the study after providing informed consent. They were then randomly assigned to two groups of fifteen: the experimental group (girls&rsquo; school) and the control group (boys&rsquo; school). The inclusion criteria for participants were: enrollment in junior high school, obtaining a low score on the School Bonding Questionnaire (SBQ), and the absence of acute psychological disorders. The exclusion criteria were as follows: receiving psychological interventions prior to the study; lack of willingness to continue participation in any research stage; absence from more than two training sessions; receiving other concurrent interventions; using psychiatric medication at least two weeks before the intervention began; suffering from severe physical or mental illnesses. Ethical considerations were addressed as follows: all participants received verbal information regarding the study, and their participation was voluntary. Participants were assured that all information would remain confidential and would not be recorded in a way that compromised their privacy. Subsequently, the experimental group received eight 90&ndash;minute weekly sessions of the collaborative teaching based on group discussion in Social Studies and Natural Science courses, administered by their teachers. The control group teacher was requested to continue with their usual teaching methods, which primarily consisted of traditional lecture&ndash;based instruction. Throughout the training period, the researcher remained in constant contact with the teachers, providing necessary guidance and consultation. Following the training period, the School Bonding Questionnaire (SBQ) (Rezaei Sharif et a., 2014) was re&ndash;administered, and the scores from both sessions were entered into the analysis as pretest and posttest data. Data analysis was performed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (univariate analysis of covariance) via SPSS version 27 software. The significance level for all statistical tests was at a significance level 0.05.</p> <p dir="ltr" style="text-align: left;"><strong>Results:</strong> The results showed that, after removing the pretest effect, the effect of collaborative teaching based on group discussion on school bonding in the experimental group was significant (<em>p</em> < 0.001). According to the effect size, 30.1% of the changes in school bonding at the posttest pahse were explained by receiving the intervention.</p> <p dir="ltr" style="text-align: left;"><strong>Conclusion:</strong> Based on the results, collaborative teaching based on group discussion has effectiveness on increasing school bonding in junior high school students; thus, using this teaching method in schools is recommended.</p> پیوند با مدرسه, تدریس مشارکتی, بحث گروهی School bonding, Collaborative teaching, Group discussion 18 0 http://jdisabilstud.org/browse.php?a_code=A-12-3855-4&slc_lang=fa&sid=1 Neda Hasanzadeh Mahmodabad ندا حسن زاده محمودآباد 97.hasanzadeh.97@gmail.com 100319475328460069199 100319475328460069199 No Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran گروه روان‌شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران Ali Rezaeisharif علی رضایی شریف rezaeisharif@uma.ac.ir 100319475328460069200 100319475328460069200 Yes Department of Consulting, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran گروه مشاوره، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران Touran Soleimani توران سلیمانی tsoleimani@iau.ac.ir 100319475328460069201 100319475328460069201 No Department of Educational Sciences, Ard.C., Islamic Azad University, Ardabil, Iran گروه علمی مطالعات تربیتی و برنامه ریزی درسی، واحد اردبیل، دانشگاه آزاد اسلامی ، اردبیل، ایران