بررسی تاثیر کیفیت محیط کالبدی مدارس بر اختلال نقص توجه- بیش‌فعالی، مورد مطالعاتی: شش مدرسه در مناطق مختلف (2، 5 و 9) شهر تهران (دانش‌آموزان 7 تا 10 سال)

قلی‌زاده مرندی, سونیا; جلیلی, محمد; خامه, معصومه

doi:10.22034/aaud.2025.461036.2889

بررسی تاثیر کیفیت محیط کالبدی مدارس بر اختلال نقص توجه- بیش‌فعالی، مورد مطالعاتی: شش مدرسه در مناطق مختلف (2، 5 و 9) شهر تهران (دانش‌آموزان 7 تا 10 سال)

نوع مقاله : مقاله پژوهشی

نویسندگان

سونیا قلی‌زاده مرندی ¹

محمد جلیلی ²

معصومه خامه ³

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

² استادیار، گروه معماری، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران (نویسنده مسئول).

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

10.22034/aaud.2025.461036.2889

چکیده

اختلال نقص توجه- بیش‌فعالی1، از شایع‌ترین اختلالات رفتاری در کودکان است که می‌تواند تأثیرات منفی بر عملکرد تحصیلی و اجتماعی دانش‌آموزان داشته باشد. محیط کالبدی مدارس از عوامل مهم شکل‌دهی به رفتار و توجه دانش‌آموزان شناخته شده است. مسئله پژوهش حاضر، ارزیابی مراکز علمی کودکان است که از نظر کالبد معماری و نوع فعالیت‌ها، با نیازهای واقعی دانش‌آموزان مبتلا به ADHD، همخوانی ندارد. بر این اساس، رابطه میان کیفیت محیط کالبدی مدارس و اختلال ADHD در دانش‌آموزان شش مدرسه در شهر تهران مورد مطالعه قرار گرفته است. نوع تحقیق از نظر ماهیت کاربردی است و از روش‌های همبستگی و رگرسیون گام به گام استفاده شده است. ابزارهای نظرسنجی شامل پرسش‌نامه استاندارد کانرز، پرسش‌نامه کیفیت محیط کالبدی مدارس که شامل هشت شاخص محیطی (کیفیت هوا، آکوستیک، نور، آسایش حرارتی، نما، چیدمان، فضای سبز و رنگ) و پرسش‌نامه‌ای برای ارزیابی تعدیل‌کننده‌ها (مربی، هوش فردی، وضعیت تحصیلی و درآمد خانواده‌ها) بودند. مدارس منتخب این تحقیق، مدارس پسرانه البرز و دخترانه شهید فهمیده (منطقه 2)، پسرانه ابن‌سینا و دخترانه مفتح 1 (منطقه 5)، و پسرانه شهدای معلم و دخترانه افشاریان (منطقه 9)، در تهران بودند که از طریق نمونه‌گیری خوشه‌ای انتخاب شدند. آزمودنی‌ها شامل 100 دانش‌آموز مبتلا به ADHD (با رده سنی 7 تا 10 سال، 44 پسر و 46 دختر) و 124 نفر از مربیان آن‌ها بودند. مدارس بر اساس پرسش‌نامه ارزیابی فضای کالبدی، سنجش و ارزیابی شدند و سهم هر یک از ابعاد فضای کالبدی مشخص گردید. مولفه‌های فضای کالبدی، شامل فضای سبز با ضریب استاندارد 15.‏0 درصد، چیدمان 08.‏0- درصد، نما 19.‏0- درصد، نور 20.‏0- درصد، رنگ 32.‏0- درصد، آسایش محیطی 31.‏0- درصد و آکوستیک 12.‏0- درصد نقش تعیین‌کننده‌ای در کاهش اختلال ADHD داشته‌اند. نتایج نشان داد که هشت شاخص کیفیت محیط کالبدی مدارس و سه شاخص تعدیل‌کننده‌، هم با تشخیص اختلال و هم با شدت علائم دانش‌آموزان مبتلا به ADHD، در ارتباط هستند و بهبود کیفیت محیط مدارس می‌تواند به کاهش علائم و شدت اختلال در بین دانش‌آموزان منجر شود.

کلیدواژه‌ها

کلیدواژه ها: کیفیت محیط

محیط کالبدی

مدرسه

دانش آموزان

اختلال نقص توجه- بیش‌فعالی

عنوان مقاله English

Investigating the Impact of School Physical Environment Quality on Attention Deficit Hyperactivity Disorder; A Case Study of Six Schools in Different Districts (2, 5, and 9) of Tehran (Students Aged 7 to 10)

نویسندگان English

Soniya Gholizadeh Marandi ¹

Mohammad Jalili ²

Masoomeh Khameh ³

¹ Ph.D. Candidate, Department of Architecture, BO.C., Islamic Azad University, Borujerd, Iran.

² Assistant Professor, Department of Architecture, BO.C., Islamic Azad University, Borujerd, Iran (Corresponding Author).

³ Assistant Professor, Department of Architecture, BO.C., Islamic Azad University, Borujerd, Iran.

چکیده English

Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders in children and can have negative effects on students' academic and social performance. The physical environment of schools is recognized as an important factor in shaping students' behavior and attention. The issue addressed in the present study is the evaluation of children's educational centers that, in terms of architectural physicality and types of activities, do not align with the real needs of students with ADHD. Accordingly, the relationship between the quality of the physical environment in schools and ADHD among students in six schools in Tehran was investigated. This study is applied in nature and utilizes correlation and stepwise regression methods. Survey instruments included the standardized Conners questionnaire, a school physical environment quality questionnaire comprising eight environmental indicators (air quality, acoustics, lighting, thermal comfort, façade, layout, green space, and color), and a questionnaire for evaluating moderating factors (teacher, individual intelligence, academic status, and family income). The selected schools were: Alborz Boys’ School and Shahid Fahmideh Girls’ School (District 2), Ibn Sina Boys’ School and Moftah 1 Girls’ School (District 5), and Shohada-ye Moallem Boys’ School and Afsharian Girls’ School (District 9), chosen through cluster sampling. The study subjects consisted of 100 students diagnosed with ADHD (aged 7 to 10 years; 44 boys and 46 girls) and 124 of their teachers. The schools were assessed using the Physical Environment Evaluation Questionnaire, and the contribution of each environmental dimension was determined. The physical environment components—green space (standard coefficient +0.15), layout (–0.08), façade (–0.19), lighting (–0.20), color (–0.32), environmental comfort (–0.31), and acoustics (–0.12)—played a determining role in reducing ADHD symptoms. The results indicated that the eight indicators of school physical environment quality and three moderating factors were correlated with both the diagnosis and severity of symptoms in students with ADHD. Improving the quality of the school environment can lead to a reduction in the symptoms and severity of the disorder among students.

کلیدواژه‌ها English

Environmental Quality

Physical Environment

School

Students

Attention Deficit Hyperactivity Disorder (ADHD)

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