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Volume 23, Issue 135 (5-2024)
Journal of Psychological Science 2024, 23(135): 729-738 |
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kalantari hormozinezhad I, barkat G, javan mard M. (2024). Formulating a model for physical development to enhance the psychosocial atmosphere of secondary schools. Journal of Psychological Science. 23(135), 729-738. doi:10.52547/JPS.23.135.729
URL: http://psychologicalscience.ir/article-1-2116-en.html
URL: http://psychologicalscience.ir/article-1-2116-en.html
Associate Professor, Department of Educational Management, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran , dehlidena@yahoo.com
Abstract: (138 Views)
Background: The relationship between the physical environment and the psychosocial atmosphere of schools can have a wide-ranging impact on students' academic performance, behaviors, emotions, and relationships. Therefore, analyzing the relationship between the physical development model of schools and the improvement of the psychosocial atmosphere can assist educators and administrators in creating conducive environments for the growth and development of students. Furthermore, it is noted that in many educational settings in Iran, there is a lack of indigenous models tailored to local societal conditions for improving the psychosocial atmosphere of schools. Hence, there is a need for the development of a native and suitable model for enhancing the psychosocial atmosphere of schools.
Aims: The aim of this study was to design a model for the physical development of schools to improve the psychosocial atmosphere of secondary schools.
Methods: In the present study, a data-driven approach was employed. The population of the study consisted of specialists, stakeholders, and expert managers in the field of school physical development located in the first district of Ahvaz, Iran. The sample size comprised 16 individuals selected through purposive sampling method. The data collection tool was semi-structured in-depth interviews. After transcribing the interviews, the collected data were analyzed through coding, involving three stages: open, axial, and selective coding.
Results: The model extracted from the analysis of the research findings in the selective coding section was designed in the form of six main themes and 13 sub-themes. Four themes, namely architectural and environmental design, safety, covered spaces, open spaces, were identified as influential contextual conditions on the central phenomenon. Two themes were created regarding the contextual conditions for creating the studied phenomenon, and four components of school culture, social communication and participation, human resources, and emotional environment were identified as intervention factors.
Conclusion: The results indicate that for improving the psychological atmosphere of schools, attention to the design of the physical environment, particularly the classroom, is necessary. Based on the findings of this study, it can be suggested that education authorities, especially those responsible for school renovation, pay special attention to the issue of the school's physical environment tailored to the students' age. The architecture of the buildings and spaces of each educational level should be designed according to the spirits, age, and interests of the students.
Aims: The aim of this study was to design a model for the physical development of schools to improve the psychosocial atmosphere of secondary schools.
Methods: In the present study, a data-driven approach was employed. The population of the study consisted of specialists, stakeholders, and expert managers in the field of school physical development located in the first district of Ahvaz, Iran. The sample size comprised 16 individuals selected through purposive sampling method. The data collection tool was semi-structured in-depth interviews. After transcribing the interviews, the collected data were analyzed through coding, involving three stages: open, axial, and selective coding.
Results: The model extracted from the analysis of the research findings in the selective coding section was designed in the form of six main themes and 13 sub-themes. Four themes, namely architectural and environmental design, safety, covered spaces, open spaces, were identified as influential contextual conditions on the central phenomenon. Two themes were created regarding the contextual conditions for creating the studied phenomenon, and four components of school culture, social communication and participation, human resources, and emotional environment were identified as intervention factors.
Conclusion: The results indicate that for improving the psychological atmosphere of schools, attention to the design of the physical environment, particularly the classroom, is necessary. Based on the findings of this study, it can be suggested that education authorities, especially those responsible for school renovation, pay special attention to the issue of the school's physical environment tailored to the students' age. The architecture of the buildings and spaces of each educational level should be designed according to the spirits, age, and interests of the students.
Type of Study: Research |
Subject:
General
Received: 2023/08/3 | Accepted: 2023/10/7 | Published: 2024/04/23
Received: 2023/08/3 | Accepted: 2023/10/7 | Published: 2024/04/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)