Dr. Mostafa Behzadfar Armanshahr Architecture & Urban Development 2008-5079 16 45 2024 03 18 Determining the Role of Physical Components of Educational Environment in Motivation Towards Learning among Sixth-Grade Students in Tehran City Determining the Role of Physical Components of Educational Environment in Motivation Towards Learning among Sixth-Grade Students in Tehran City 137 145 187333 10.22034/aaud.2023.364524.2726 FA Fatemeh Afrand Khalil Abad Ph.D. Candidate of Architecture, Department of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran. Farah Habib Professor of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran (Corresponding Author). Fereshteh Habib Assistant Professor of Architecture, Pardis Branch, Islamic Azad University, Pardis, Iran. Journal Article 2022 11 26 The educational environment is one of the effective factors in the academic performance of students. This study aims to investigate the role of physical components of educational learning in motivation toward learning among sixth-grade students in Tehran City. This is a descriptive study with a correlation type. The statistical society comprises all sixth-grade students who were studying during the academic year 2021-2022 in Tehran. Sampling was done through a systematic random technique, and 37 students who provided inclusion criteria were selected. The research tools included the physical aspects of the classroom environment (PACE) scale and students' motivation toward science learning (AMTSL) questionnaire. Data analysis was done through SMART PLS Software, Pearson correlation test, and Structural Equation Modeling (SEM). The results showed a positive and significant relationship between physical aspects of the environment (academic self-efficacy, furniture, equipment and amenities, space, light, indoor air quality of building, and color) and motivation towards learning. Moreover, SEM analysis showed that the t-value of all variables is greater than 1.96 and the load factor is greater than 0.4, so the selected questions have an appropriate factor structure. The path coefficient equals 0.340, and the absolute value of the t-value equals 5.197, which is greater than 1.96. A positive significant relationship exists between the physical components of the educational environment, motivation towards learning, and academic self-efficacy of students. Therefore, programming for developing the structure of physical components of the schools should be a priority in the creation of an underlying evolution in the promotion process of students, which improves their academic and motivational achievement. The educational environment is one of the effective factors in the academic performance of students. This study aims to investigate the role of physical components of educational learning in motivation toward learning among sixth-grade students in Tehran City. This is a descriptive study with a correlation type. The statistical society comprises all sixth-grade students who were studying during the academic year 2021-2022 in Tehran. Sampling was done through a systematic random technique, and 37 students who provided inclusion criteria were selected. The research tools included the physical aspects of the classroom environment (PACE) scale and students' motivation toward science learning (AMTSL) questionnaire. Data analysis was done through SMART PLS Software, Pearson correlation test, and Structural Equation Modeling (SEM). The results showed a positive and significant relationship between physical aspects of the environment (academic self-efficacy, furniture, equipment and amenities, space, light, indoor air quality of building, and color) and motivation towards learning. Moreover, SEM analysis showed that the t-value of all variables is greater than 1.96 and the load factor is greater than 0.4, so the selected questions have an appropriate factor structure. The path coefficient equals 0.340, and the absolute value of the t-value equals 5.197, which is greater than 1.96. A positive significant relationship exists between the physical components of the educational environment, motivation towards learning, and academic self-efficacy of students. Therefore, programming for developing the structure of physical components of the schools should be a priority in the creation of an underlying evolution in the promotion process of students, which improves their academic and motivational achievement. https://www.armanshahrjournal.com/article_187333_4e680f9a2ec6782e45d4f5a3faf4e5a8.pdf