مدل سازی ساختاری تأثیر عوامل محیطی طبیعی و مصنوع بر جو روانی مدارس
محورهای موضوعی : معماری و شهرسازیصاحبه ایزدپناه 1 , مهدیه پژوهان فر 2
1 - مسوول مکاتبات): دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، باشگاه پژوهشگران جوان و نخبگان، تهران، ایران
2 - استادیار، گروه معماری، دانشکده فنی و مهندسی گرگان، دانشگاه گلستان
کلید واژه: محیط طبیعی, محیط مصنوع, AMOS, جو روانی, فضای سبز,
چکیده مقاله :
زمینه و هدف: از دهه 50 میلادی مفهوم جو روانی در کشورهای توسعه یافته مطرح شد که در افزایش عزت‌نفس، موفقیت تحصیلی - اجتماعی و همچنین افزایش احساس تعلق به محیط مدرسه تأثیرگذار است. افزایش غیبت‌های کلاسی، خشونت و اضطراب، کمبود روابط اجتماعی دانش آموزان، ازجمله مصداق‌های عدم توجه به جو روانی است.روش بررسی: تحلیلی کمی و مدل سازی ساختاری تأثیر مؤلفه‌های محیط یادگیری بر جو روانی مدارس توسط نرم‌افزار AMOS ver22 در بین ۱۲۰ نفر از دانش آموزان دختر 15 تا 17 ساله با انتخاب حجم نمونه توسط نرم‌افزار G.POWER از ۳ مدرسه داوطلب در شهر گرگان با دو ابزار پرسش نامه‌ای شامل ارزیابی کلی محیط یادگیری (TLEA)و ارزیابی جو روانی ((WHITS انجام‌شده است.یافته ها: معادله گسترده اصلاح شده به تأثیر معنی‌دار و مستقیم محیط یادگیری بر جو روانی مدارس ، اثبات نیکویی برازش مدل و همچنین معرفی مؤلفه‌های معماری کاربردی از سه شاخص محیط درونی، محیط بیرونی و فضاهای اجتماع والدین تاثیرگذار بر جو روانی مدارس منتج شد.بحث و نتیجه گیری: وجود فضاهای مشاع و ایجاد فضاهای سبز ، مصالح متناسب با اقلیم و فرهنگ، بهره‌گیری از عایق صوتی و حرارتی در محیط‌های کلاسی، ورود فضاهای سبز به کلاس درس ، طراحی نمای ساختمان مدرسه متناسب با گروه سنی ، استفاده از فضاهای عمومی مدرسه در خارج از ساعات مدرسه، ایجاد فضاهای مناسب به‌منظور تعامل مستقیم والدین بادانش آموزان و اولیا مدرسه ازجمله متغیرها در جهت بهبود جو روانی ، افزایش احساس تعلق به محیط مدرسه و بهبود رفتارهای اجتماعی در زندگی آینده دانش آموزان می‌باشد.
Background and Objective: Since the 1950s, the concept of psychological climate has been introduced in developed countries, which is effective in increasing self-esteem, academic and social success, as well as increasing the sense of belonging to the school environment. Increased class absenteeism, violence and anxiety, lack of students' social relationships are some of the examples of not paying attention to the psychological atmosphere.Method: Structural modeling of physical learning environment effects on school climate has been performed via AMOS ver22 software among 120 girl students who aged between 15 to 17 years old in three volunteer schools in Gorgan City and sample determination done by G.POWER via two questionnaire instruments, namely, TLEA and WHITS translated from English to Persian by the first author.Findings: As a result, effect of physical learning environment on school climate hypothesis, also modified model and confirmation of equation modeling has been done and according to the result, architectural variables from three indexes, namely indoor environment, outdoor environment and spaces for parental involvement on school climate improvement from the students’ point of view has been introduced.Discussion and conclusion: Providing group interaction spaces with green spaces, materials in relation to climate and culture, light and sound insulation of classroom setting to provide thermal comfort, entering green spaces into classroom, designing overall school building facade in relation to students' age, utilizing social spaces of school in times except of regular school days, providing convenient places in order to provide emotional bonds between students, their parents and school staffs, effect on school climate enhancement, increase of school connectedness and students' social behavior improvement in their future lives.
1. Brackett, M.A., Reyes ,M.R., Rivers, S.E., Elbertson, NA., Salovey, P., 2011. Classroom emotional climate, teacher affiliation, and student conduct. The Journal of Classroom Interaction,pp.27-36.
3. Akinsanmi B. The optimal learning environment: Learning theories. Retrieved October. 2008;11:2009.
4. Doppelt, Y., 2006. Teachers’ and pupils’ perceptions of science–technology learning environments. Learning Environments Research,Vol.9(2),pp.163-178.
5. Greeno, J.G., 1998. The situativity of knowing, learning, and research. American psychologist,Vol.53(1),pp.5.
6. Gangi T.A., 2010. School climate and faculty relationships: Choosing an effective assessment measure: St. John’s University New York.
7. Uline, C., Tschannen-Moran, M., 2008. The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration,Vol.46(1),pp.55-73.
8. Marshall, M., 2003. Examining school climate: Defining factors and educational influences. Georgia State University. Center for Research on School Safety, School Climate, and Classroom Management.
9. Edwards, M.M., 1991. Building Conditions, Parental Involvement and Student Achievement in the DC Public School System.
10. Earthman, G.I., 2004. Prioritization of 31 criteria for school building adequacy. Baltimore, MD: American Civil Liberties Union Foundation of Maryland.
11. Huang, K-T., Huang, W-P., Lin, T-P., Hwang, R-L., 2015. Implementation of green building specification credits for better thermal conditions in naturally ventilated school buildings. Building and Environment,Vol.86,pp.141-50.
12. Jennings, V., Johnson Gaither, C., Gragg, RS., 2012. Promoting environmental justice through urban green space access: A synopsis. Environmental Justice,Vol.5(1),pp.1-7.
13. Maas, J., Verheij, R.A., Groenewegen, P.P., De Vries, S., Spreeuwenberg, P., 2006. Green space, urbanity, and health: how strong is the relation? Journal of epidemiology and community health,Vol60(7),pp.587-592.
14. Jago, E., Tanner, K., 1999. Influence of the school facility on student achievement: Lighting; color. Athens, Ga.: Dept. of Educational Leadership; University of Georgia. Retrieved 07/22/02 from http://www. coe. uga. edu/sdpl/researchabstracts/visual. html.
15. Szucs A. 728: Indoor Air Quality in French Educational Buildings.
16. Wargocki, P., Wyon, D.P., 2006. Research report on effects of HVAC on student performance. ASHRAE journal,Vol.48(10),pp.22.
17. Gelfand, L., 2010. Sustainable school architecture: Design for elementary and secondary schools: John Wiley & Sons.
18. Kopec, D., 2015. Public Health and the Design Process. The Routledge Companion for Architecture Design and Practice: Established and Emerging Trends,pp.305.
19. Djamila, H., Ming, C.C., Kumaresan, S., 2011. Estimation of exterior vertical daylight for the humid tropic of Kota Kinabalu city in East Malaysia. Renewable Energy,Vol.36(1),pp.9-15.
20. Kowalski, T.J., 2002. Planning and managing school facilities: Greenwood Publishing Group.
21. Lewinski, P., 2015. Effects of classrooms’ architecture on academic performance in view of telic versus paratelic motivation: a review. Frontiers in psychology,Vol.6.
22. Cohen J, McCabe L., Michelli, N.M., Pickeral, T., 2009.School climate: Research, policy, practice, and teacher education. The Teachers College Record,Vol.111(1),pp.180-213.
23. Van Houtte, M., Van Maele, D., 2011. The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research. Oxford Review of Education,Vol.37(4),pp.505-524.
24. Battistich, V., Solomon, D., Kim, D-i., Watson, M., Schaps, E.,1995. Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal,Vol.32(3),pp.627-658.
25. Brady, P., 2005. Inclusionary and exclusionary secondary schools: The effect of school culture on student outcomes. Interchange,Vol.36(3),pp.295-311.
26. Aldridge, J., Kate, AI., 2013. Assessing students’ views of school climate: Developing and validating the What’s Happening In This School?(WHITS) questionnaire. Improving Schools,Vol.16(1),pp.47-66.
27. Dessel, A., 2010. Prejudice in schools: Promotion of an inclusive culture and climate. Education and Urban Society, Vol,42(4),pp.407-429.
28. Al-Bataineh, A., Brooks, L., 2003. Challenges, advantages, and disadvantages of instructional technology in the community college classroom. Community College Journal of Research & Practice, Vol.27(6),pp.473-484.
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1. Brackett, M.A., Reyes ,M.R., Rivers, S.E., Elbertson, NA., Salovey, P., 2011. Classroom emotional climate, teacher affiliation, and student conduct. The Journal of Classroom Interaction,pp.27-36.
3. Akinsanmi B. The optimal learning environment: Learning theories. Retrieved October. 2008;11:2009.
4. Doppelt, Y., 2006. Teachers’ and pupils’ perceptions of science–technology learning environments. Learning Environments Research,Vol.9(2),pp.163-178.
5. Greeno, J.G., 1998. The situativity of knowing, learning, and research. American psychologist,Vol.53(1),pp.5.
6. Gangi T.A., 2010. School climate and faculty relationships: Choosing an effective assessment measure: St. John’s University New York.
7. Uline, C., Tschannen-Moran, M., 2008. The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration,Vol.46(1),pp.55-73.
8. Marshall, M., 2003. Examining school climate: Defining factors and educational influences. Georgia State University. Center for Research on School Safety, School Climate, and Classroom Management.
9. Edwards, M.M., 1991. Building Conditions, Parental Involvement and Student Achievement in the DC Public School System.
10. Earthman, G.I., 2004. Prioritization of 31 criteria for school building adequacy. Baltimore, MD: American Civil Liberties Union Foundation of Maryland.
11. Huang, K-T., Huang, W-P., Lin, T-P., Hwang, R-L., 2015. Implementation of green building specification credits for better thermal conditions in naturally ventilated school buildings. Building and Environment,Vol.86,pp.141-50.
12. Jennings, V., Johnson Gaither, C., Gragg, RS., 2012. Promoting environmental justice through urban green space access: A synopsis. Environmental Justice,Vol.5(1),pp.1-7.
13. Maas, J., Verheij, R.A., Groenewegen, P.P., De Vries, S., Spreeuwenberg, P., 2006. Green space, urbanity, and health: how strong is the relation? Journal of epidemiology and community health,Vol60(7),pp.587-592.
14. Jago, E., Tanner, K., 1999. Influence of the school facility on student achievement: Lighting; color. Athens, Ga.: Dept. of Educational Leadership; University of Georgia. Retrieved 07/22/02 from http://www. coe. uga. edu/sdpl/researchabstracts/visual. html.
15. Szucs A. 728: Indoor Air Quality in French Educational Buildings.
16. Wargocki, P., Wyon, D.P., 2006. Research report on effects of HVAC on student performance. ASHRAE journal,Vol.48(10),pp.22.
17. Gelfand, L., 2010. Sustainable school architecture: Design for elementary and secondary schools: John Wiley & Sons.
18. Kopec, D., 2015. Public Health and the Design Process. The Routledge Companion for Architecture Design and Practice: Established and Emerging Trends,pp.305.
19. Djamila, H., Ming, C.C., Kumaresan, S., 2011. Estimation of exterior vertical daylight for the humid tropic of Kota Kinabalu city in East Malaysia. Renewable Energy,Vol.36(1),pp.9-15.
20. Kowalski, T.J., 2002. Planning and managing school facilities: Greenwood Publishing Group.
21. Lewinski, P., 2015. Effects of classrooms’ architecture on academic performance in view of telic versus paratelic motivation: a review. Frontiers in psychology,Vol.6.
22. Cohen J, McCabe L., Michelli, N.M., Pickeral, T., 2009.School climate: Research, policy, practice, and teacher education. The Teachers College Record,Vol.111(1),pp.180-213.
23. Van Houtte, M., Van Maele, D., 2011. The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research. Oxford Review of Education,Vol.37(4),pp.505-524.
24. Battistich, V., Solomon, D., Kim, D-i., Watson, M., Schaps, E.,1995. Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal,Vol.32(3),pp.627-658.
25. Brady, P., 2005. Inclusionary and exclusionary secondary schools: The effect of school culture on student outcomes. Interchange,Vol.36(3),pp.295-311.
26. Aldridge, J., Kate, AI., 2013. Assessing students’ views of school climate: Developing and validating the What’s Happening In This School?(WHITS) questionnaire. Improving Schools,Vol.16(1),pp.47-66.
27. Dessel, A., 2010. Prejudice in schools: Promotion of an inclusive culture and climate. Education and Urban Society, Vol,42(4),pp.407-429.
28. Al-Bataineh, A., Brooks, L., 2003. Challenges, advantages, and disadvantages of instructional technology in the community college classroom. Community College Journal of Research & Practice, Vol.27(6),pp.473-484.