تبیین نقش مولفه‌های کالبدی محیط آموزشی بر انگیزش به یادگیری دانش‌آموزان مقطع ششم ابتدایی شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، گروه معماری، واحد پردیس، دانشگاه آزاد اسلامی، پردیس، ایران.

2 استاد گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران (نویسنده مسئول).

3 استادیار گروه معماری، واحد پردیس، دانشگاه آزاد اسلامی، پردیس، ایران.

10.22034/aaud.2023.364524.2726

چکیده

محیط آموزشی یکی از عوامل موثر در عملکرد تحصیلی دانش‌آموزان می‌باشد. هدف از پژوهش حاضر، بررسی نقش مولفه‌های کالبدی محیط آموزشی بر انگیزش به یادگیری دانش‌آموزان مقطع ششم ابتدایی شهر تهران است. پژوهش حاضر توصیفی و از نوع همبستگی می‌باشد. جامعه آماری پژوهش شامل دانش‌آموزان پایه ششم دبستان شهر تهران بوده که در سال تحصیلی 1401-1400 مشغول به تحصیل بودند. نمونه‌گیری با روش تصادفی سیستماتیک انجام شده و تعداد 387 دانش‌آموز که دارای ملاک‌های ورود به پژوهش بودند، انتخاب شدند. ابزارهای پژوهش شامل پرسش‌نامه‌های مقیاس ابعاد فیزیکی محیط کلاس درس (PACE)‏ و پرسش‌نامه انگیزش به یادگیری1 بود. برای تجزیه و تحلیل داده‌های این مطالعه از نرم افزار اسمارت پی.ال.اس2، از آزمون همبستگی پیرسون و روش تحلیل مدل معادلات ساختاری استفاده شد. نتایج نشان داد که مولفه‌های کالبدی محیط (خودکارآمدی تحصیلی، مبلمان، تجهیزات و امکانات، فضا، نور، کیفیت هوای داخل ساختمان و رنگ) با متغیر انگیزش به یادگیری رابطه مثبت و معنی‌داری دارند. همچنین تحلیل معادلات ساختاری، نشان داد که مقدار آماره t در همه موارد بیش‌تر از 96.‏1 و بار عاملی نیز از 4.‏0 بیش‌تر و سوالات انتخاب‌شده، ساختارهای عاملی مناسبی دارند. ضریب مسیر برابر با340.‏0 و قدر مطلق آماره t برابر با 197.‏5 و از عدد 96.‏1 بیش‌تر می باشد. بین مولفه‌های کالبدی محیط آموزشی با انگیزش به یادگیری و خودکارآمدی تحصیلی دانش‌آموزان رابطه مثبت معنی‌داری وجود دارد. از این رو برنامه‌ریزی برای تحول در ساختار مولفه‌های کالبدی مدارس می‌تواند از اولویت‌های ایجاد تحول بنیادین در فرایند تعالی دانش‌آموزان باشد که سبب بهبود عملکرد تحصیلی و انگیزشی دانش‌آموزان می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

Explaining the Role of the Physical Components of the Educational Environment on the Motivation to Learn of Elementary School Students in Tehran

نویسندگان [English]

  • fatemeh afrand khalilabad 1
  • farah habib 2
  • fereshteh habib 3
1 Department of Architecture, Pardis Branch, Islamic Azad University, Pardis,Tehran,Iran
2 Department of Architecture, Science And Research Branch, Islamic Azad University, Tehran,Iran
3 Department of Architecture, Pardis Branch, Islamic Azad University, Pardis,Iran
چکیده [English]

Purpose: The educational environment is one of the determining factors in the academic progress of students.The purpose of the present study was to investigate the role of physical components of the educational environment on the student's motivation in Tehran. Method: The type of present research was descriptive and correlational. The statistical population of the research included the Sixth-grade elementary school students of Tehran city who were studying in the academic year of 2020-2021. Sampling was done by the systematic-probability sampling method. Three hundred and eighty-seven students who met the criteria to enter the research were selected. The research tools included questionnaires on the physical aspects of the classroom environment (PACE) (Ahmad et al. 2015) and the student's motivation toward science learning (SMTSL) (Tuan et al. 2005). To analyze the data, smart partial least squares structural (PLS) software, Pearson correlation test, and structural equation modeling (SEM) were used. Findings: The results showed that the components of the physical environment (Academic self-efficacy, furniture, equipment and facilities, space, light, indoor air quality, and color) have a positive and significant relationship with the learning motivation variable. Also, the analysis of SEM showed that the value of the t statistic in all cases is higher than 1.96. Factor loading of items was above 0.40 and so the selected questions had appropriate factor structures. The path coefficient was equal to 0.340 and the absolute value of the t statistic was equal to 5.197 which was higher than 1.96. Conclusion: There was a significant positive relationship between the physical components of the educational environment, learning motivation, and the academic self-efficacy of students. Therefore, planning for changes in the structure of the physical components of schools can be one of the priorities of creating a fundamental change in the achieving academic excellence of students.

کلیدواژه‌ها [English]

  • Physical components
  • Educational environment
  • motivation to learn
  • Elementary school students

مراجع

Akhoundi, Zohreh, Sima Ghodrati, and Hamidreza Vatankhah. 2020. Effectiveness of emotional development training on the social acceptance and cognitive emotion regulation in children. Quarterly Journal of Child Mental Health 7(3): 278-290. Doi: 10.52547/jcmh.7.3.22. [in Persian]
Alaghmand, Sepideh, Saeed Salehi, and Farhang Mozaffar. 2017. A Comparative Study of Architecture and Content of Iran’s Schools from the Traditional Era to the Modern Era. The Monthly Scientific Journal of Bagh-e Nazar 14(49): 5-20. https://www.bagh-sj.com/article_47427.html?lang=en. [in Persian]
Allame, Atefe, Manije Shehni Yeelagh, Alireza Hajiyakhchali, and Mahnaz Mehrabizade Honarmand. 2017. The effect of pro social skills training on aggression and self-efficacy in peer interaction among students with aggressive behaviors. Journal of Educational Psychology Studies 14(28): 169-206. Doi: 10.22111/JEPS.2017.3595
Che Ahmad, Che Nidzam, Asmayati Yahaya, Mohd Faizal Nizam Lee Abdullah, Noraini Mohamed Noh, and Mazlini Adnan, and Nurul Jannah Amri. 2015. An instrument to assess physical aspects of classroom environment in Malaysia. International Journal of Arts & Sciences 8(2): 1-12. https://ejournal.upsi.edu.my/index.php/JSML/article/view/388
Conesa, Pedro Javier, Iban Onandia-Hinchado, Jon Andoni Dunabeitia, and María Ángeles Moreno. 2022. Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation 79: 101819. https://doi.org/10.1016/j.lmot.2022.101819
Dargue, Nicole, Dawn Adams, and Kate Simpson. 2021. Can characteristics of the physical environment impact engagement in learning activities in children with autism? A systematic review. Review Journal of Autism and Developmental Disorders 9(1): 143-159. Doi: 10.1007/s40489-021-00248-9
Foroud, Houra, Kamal Rahbarimanesh, Sheida Khansari, and Hossein Soltanzadeh. 2021. Explaining the Principles of Environmental Designing Effectively on Student Learning in Elementary Schools (Case Study: Rasht Elementary Schools). Journal of Environmental Science and Technology 23(4): 21-37. https://doi.org/10.30495/jest.2021.47042.4821. [in Persian]
Garcia, Juan David, and Anastasija Skrita. 2019. Predicting academic performance based on students’ family environment: Evidence for Colombia using classification trees. Psychology, Society & Education 11(3): 299-311. https://doi.org/10.25115/psye.v11i3.2056
García-Hermoso, Antonio, Alicia M. Alonso-Martínez, Robinson Ramírez-Vélez, Miguel Ángel Pérez-Sousa, Rodrigo Ramírez-Campillo, and Mikel Izquierdo. 2020. Association of physical education with improvement of health-related physical fitness outcomes and fundamental motor skills among youths: a systematic review and meta-analysis. JAMA pediatrics 174(6): e200223-e200223. doi: 10.1001/jamapediatrics.2020.0223
Hitches, Elizabeth, Stuart Woodcock, and John Ehrich. 2022. Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open 3(1): 100124. https://doi.org/10.1016/j.ijedro.2022.100124
Jandrić, Petar, Jimmy Jaldemark, Zoe Hurley, Brendan Bartram, Adam Matthews, Michael Jopling, Julia Mañero et al. 2021. Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus. Educational Philosophy and Theory 53(14): 1421-1441. doi/abs/10.1080/00131857.20
Konopko, E., O. Pankratova, E. Nersesyan, and J. Abdullaev. 2019. Training of teachers for professional activity in the digital environment of the educational space. In Proceedings of SLET-2019-International Scientific Conference Innovative Approaches to the Application of Digital Technologies in Education and Research, Stavropol-Dombay, Russia (pp. 205-212). https://ceur-ws.org/Vol-2494/paper_18.pdf
Li, Qian, Hyeree Cho, Jimena Cosso, and Yukiko Maeda. 2021. Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review 33(3): 1017-1049. doi: 10.1007/s10648-020-09589-z
Miranda, Jhonattan, Christelle Navarrete, Julieta Noguez, José-Martin Molina-Espinosa, María-Soledad Ramírez-Montoya, Sergio A. Navarro-Tuch, Martín-Rogelio Bustamante-Bello, José-Bernardo Rosas-Fernández, and Arturo Molina. 2021. The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering 93: 107278. https://doi.org/10.1016/j.compeleceng.2021.107278
Miri Rostami, Seyedeh Atefeh. 2020. The Relationship between Social Adaptation and Self-Efficacy with the Use of Social Networks in Fourth Grade Elementary Students in Behshahr. Journal of Psychology New Ideas 6(10): 1-8. http://jnip.ir/article-1-484-en.html. [in Persian]
Morris, David B., Ellen L. Usher, and Jason A. Chen. 2017. Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review 29(4): 795-833. Doi: 10.1007/s10648-016-9378-y
Oreyzi, Hamidreza, Ahmad Yarmohammadian, and Parvin Bahadoran. 2015. Longitudinal Research of Relation between Delivery Period Variables, Motor–Cognitive Development of Prescool Children and Their Behaviors in Fourth Grade. Social Welfare Quarterly 15(56): 253-280. https://refahj.uswr.ac.ir/browse.php?a_id=2076&sid=1&slc_lang=en. [in Persian]
Parsipour, Neda, and Naser Mohammadi Ahmadabadi. 1401. Analysis of the role of virtual space in collaborative learning. In the 12th international research conference in psychology, counseling and educational sciences. International Organization of Academic Studies. 1-12. [in Persian]
Sadati, Seyed Hossein, Seyed Abolghasem Mehri Nejad, Rasoul Roshan Chesli, and Issa Morad Abolghasem. 2022. Modeling Happiness based on Intelligence, Academic Self-Efficacy with the Mediation of Teacher-Student Relationship. Islamic Life Journal 5: 93-103. https://islamiclifej.com/browse.php?a_id=975&sid=1&slc_lang=fa. [in Persian] 
Samadpur Shahrak, Mahsa, and Mansoura Tahbaz. 2015. A look at the design of the open space of elementary schools according to new educational methods with the approach of child development psychology. Research in art and humanities (2)1: 68-59. [in Persian]
Saptono, Ari, Agus Wibowo, Umi Widyastuti, Bagus Shandy Narmaditya, and Heri Yanto. 2021. Entrepreneurial self-efficacy among elementary students: the role of entrepreneurship education. Heliyon 7(9): e07995. https://doi.org/10.1016/j.heliyon.2021.e07995
Sarchashmi, Hashem, and Hossein Shahri Heravi. 2016. Psychology of educational environment. In the first annual conference on architecture, urban planning and urban management research, 1-12.
Sharifzadegan, Mohammad Hossein, and Salimeh Ebadi Ghajari. 2022. Investigating the policy of architectural components with the approach of improving the quality of educational space. Journal of Urban and Regional Policy 1(2): 38-51. Doi: 20.1001.1.28210921.1401.1.2.2.1. [in Persian] 
Tuan, Hsiao-Lin, Chin, Chi‐Chin, and Shieh, Shyang‐Horng. 2005. The development of a questionnaire to measure students’ motivation towards science learning. International journal of science education 27(6): 639-654. https://doi.org/10.1080/0950069042000323737
Türel, Ahmet, and Elmira Ayşe Gür. 2019. Effects of primary school’s physical environment on children’s spatial perception and behavior: the case of Kagithane, Istanbul, Turkey. Archnet-IJAR: International Journal of Architectural Research 13(2): 1-12. https://doi.org/10.1108/ARCH-12-2018-0048
Vaziri, Azadeh, and Kamal Rahbari Manesh. 2022. Explaining the effect of the physical space and architecture of schools on academic enthusiasm (case study: students of the first level of secondary schools in Qazvin city). Journal of Architectural Thought 6(12): 118-132. doi: 10.30479/AT.2022.15862.1779. [in Persian]
Williams, Christopher Y. K., Adam T. Townson, Milan Kapur, Alice F. Ferreira, Rebecca Nunn, Julieta Galante, Veronica Phillips, Sarah Gentry, and Juliet A. Usher-Smith. 2021. Interventions to reduce social isolation and loneliness during COVID-19 physical distancing measures: A rapid systematic review. PloS one 16(2): e0247139. https://doi.org/10.1371/journal.pone.0247139
Zare, Hossein, and Maryam Bakhshesh. 2014. A study of the reliability and validity of science learning motivation questionnaire. Instruction and Evaluation Journal 6(4): 51-66. https://sanad.iau.ir/en/Journal/jinev/Article/972568. [in Persian]
معماری و شهرسازی آرمان شهر
دوره 16، شماره 45
اسفند 1402
صفحه 137-145

فایل ها

سابقه مقاله

  • تاریخ دریافت: 05 آذر 1401
  • تاریخ بازنگری: 28 تیر 1402
  • تاریخ پذیرش: 20 شهریور 1402

هم رسانی

ارجاع به این مقاله

آمار