تعداد نشریات | 11 |
تعداد شمارهها | 210 |
تعداد مقالات | 2,098 |
تعداد مشاهده مقاله | 2,877,163 |
تعداد دریافت فایل اصل مقاله | 2,084,970 |
تبیین رابطه مؤلفههای محیطی مدارس ابتدایی و هوش هیجانی با تأکید بر مؤلفه مدیریت استرس کودکان | ||
معماری و شهرسازی پایدار | ||
دوره 10، شماره 2، مهر 1401، صفحه 129-152 اصل مقاله (2.25 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/jsaud.2022.8482.1976 | ||
نویسندگان | ||
فری ناز کتیرائی1؛ سینا رزاقی اصل* 2؛ بهرام صالح صدق پور3 | ||
1دانشجوی دکتری، گروه معماری، دانشکده هنر و معماری، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران. | ||
2استاد مدعو،گروه معماری، دانشکده هنر و معماری، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران. استادیار گروه شهرسازی، دانشکده مهندسی معماری و شهرسازی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران. | ||
3استاد مدعو، گروه معماری، دانشکده هنرو معماری، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران. دانشیار گروه روانشناسی و علوم تربیتی، دانشکده علوم انسانی،دانشگاه تربیت دبیر شهید رجائی، تهران، ایران. | ||
تاریخ دریافت: 22 مهر 1400، تاریخ بازنگری: 10 اسفند 1400، تاریخ پذیرش: 17 اسفند 1400 | ||
چکیده | ||
مدیریت استرس بهعنوان یکی از مؤلفههای هوش هیجانی، نقش عمدهای در سلامت جسمی و روانی کودکان دارد. با توجه به ناکارآمدی بسیاری از فضاهای آموزشی ازجمله مدارس ابتدایی برای پاسخ گویی به توسعه مهارتهای عاطفی-هیجانی، بررسی عوامل محیطی مؤثر بر هوش هیجانی بهمنظور افزایش تحمل و کنترل عاطفی در بین کودکان ضروری است. هدف پژوهش حاضر شناسایی و اولویت بندی مؤلفههای محیطی مؤثر بر هوش هیجانی و مدیریت استرس کودکان از دیدگاه مربیان و تعیین رابطه بین آنها در قالب یک مدل تحلیلی به منظور ارتقا کیفیت مدارس ابتدایی است. پژوهش حاضر از نظر هدف کاربردی و از نظر روش انجام پژوهش علی، تحلیلی-توصیفی و پیمایشی است. روش گردآوری اطلاعات پس از مطالعات کتابخانهای و اسنادی، پرسشنامه محقق ساخته است که مولفه های محیطی موثر بر هوشمندی هیجانی و مدیریت استرس کودکان در مدارس ابتدایی را در قالب70 گویه مورد مطالعه قرار میدهد. جامعه آماری پژوهش، مربیان و متصدیان امور کودکان در سراسر ایران است و روش نمونهگیری تصادفی از نوع داوطلبانه است. حجم نمونه با توجه به تعداد پرسش ها و بر اساس دیدگاه کلاین 461 نفر است. روش تحلیل دادهها با توجه به اهداف پژوهش روش تحلیل عاملی با استفاده از نرمافزار SPSS و مدل سازی با نرم افزار AMOS است. نتایج پژوهش نشان میدهد که تنوع مؤلفههای کالبدی با میانجی گری عوامل محیطیِ امنیت روانی-آسایش فیزیکی، حس تعلق به محیط، خوانایی محیط کودک محور و سرزندگی خلاق بر بازیپذیری هدفمند و اجتماعپذیری عملکردی تأثیرگذار است و از این طریق موجب افزایش هوش هیجانی کودکان میشوند. این امر بر تابآوری و انطباقپذیری محیطی و درنتیجه مدیریت استرس کودکان مؤثر است. | ||
کلیدواژهها | ||
مؤلفههای محیطی؛ مدارس ابتدایی؛ هوش هیجانی؛ استرس؛ کودکان | ||
عنوان مقاله [English] | ||
Elaborating on the relationship between environmental components of primary schools and emotional intelligence with the emphasis on children's stress management component | ||
نویسندگان [English] | ||
Farinaz Katiraei1؛ Sina Razzaghi asl2؛ Bahram Saleh Sedghpour3 | ||
1Phd.Student, Department of Architecture, Faculty of Art and Architecture, Shahrekord Branch, Islamic Azad Uni, Shahrekord, Iran | ||
2Assistant Prof, Department of Urban Planning, Faculty of Architecture and Urban Design Engineering, Shahid Rajaee Teacher Training Uni. Tehran, Iran. | ||
3Visiting Professor, Department of Architecture, Faculty of Art and Architecture, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran - Associate Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Shahid Rajaee | ||
چکیده [English] | ||
This study aims to identify and prioritize the environmental components affecting emotional intelligence and stress management of children and determine the relationship between them in the form of an analytical model to improve and develop the quality of primary schools. The present research is practical in terms of purpose and regarding its research methods, it is causal, analytical-descriptive, and survey. The Data collection method after library and documentary studies, a researcher-made questionnaire has been developed which studies the environmental components affecting emotional intelligence and stress management of children at primary schools in the form of 70 items. The statistical population of the study is educators and caregivers of children throughout Iran and the method of random sampling is voluntary. The sample size, which is according to the number of questions and Klein's view, is 461. The data analysis method according to the research objectives is the factor analysis method using SPSS software and modeling with Amos software. The results revealed that the diversity of physical components mediated by environmental components of mental security and physical comfort, sense of belonging to the environment, legibility of child-centered environment, and creative vitality affect purposeful playability and functional socialization and thus increase emotional intelligence. This affects the environmental resilience and adaptability and thus impulse tolerance and stress control in children. | ||
کلیدواژهها [English] | ||
Environmental Components, Emotional intelligence, Primary schools, Stress, Children | ||
مراجع | ||
Akbari Oghaz, Z; and Hanaei, T. (2019). Identifying the factors for promoting security for s Social interactions of the disabled. Sustainable Architecture and Urban Planning, 7(1), 85-98.] In Persian [ Almedia, D. M. (2005). Resilience and vulnerability to daily stressors assessed via diary methods. Current directions in psychological science, 14(2), 60-68. Aritzeta, A.; Balluerka, N.; Gorostiaga, A.; Alonso-Arbiol, I.; Haranburu, M. and Gartzia, L. (2015). Classroom emotional intelligence and its relationship with school performance. Education and Psychology, 9,1-8. Azemati, H. R; Zarghami, E, Saleh Sedghpour, B, and Azemati, S. (2012). Investigating The Attitude of the Urban Park Consumers in Designing Parks’ Environment: Aiming to Promote Creativity of Children in Their Playgrounds. Armanshahr Architecture and Urban Development, 5 (9), 233-246.] In Persian [ Azemati, S; Mozaffar, F; Hosseini, S. B; and Saleh Sedghpour, B. (2018). Principles of university open spaces design based on vitality model and promotion of training. Technology of Education, 12 (2), 161-170.] In Persian [ Azemati, S; Mozaffar, F; Hosseini, S. B; and Saleh Sedghpour, B. (2017). University-Based Design Principles of Open Spaces Creative Vitality and Social Interaction. Research in Educational Systems, 11 (37), 179-200.] In Persian [ Azemati, S; and Saleh Sedghpour, B. (2021). Feasibility study of improving the level of vitality in university open space from the perspective of space users by structural equation modeling method. Sustainable Architecture and Urban Planning, 9(2), 215-227.] In Persian [ Bar-On, R (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25. Bellini, D., Ramaci, T., and Bonaiuto, M. (2015). The restorative effect of the environment on organizational cynicism and work engagement. Journal of Human Resource and Sustainability Studies, 3(03), 124. Birajdar, Ch. (2016). Correlating emotional intelligence interpersonal skills & stress. Commerce & Management taught,1-1,74-90. Bluyssen, P. M., Zhang, D., Kurvers, S., Overtoom, M., and Ortiz-Sanchez, M. (2018). Self-reported health and comfort of schoolchildren in 54 classrooms of 21 Dutch school buildings. Building and Environment, 138, 106-123. Burkhart, M.; Horn Mallers, M. and E. Bono, K. (2017). Daily reports of stress, mood, and physical health in middle childhood. Child fam stud,26,1345-1355. CABE. (2007). Creating Excellent Secondary Schools. A Guide for Clients. London, CABE. CABE. (2005). Picturing School Design. London, DfES. Cardellino, P.; Araneda, C. and Alvarado, R.G. (2018). Interventions in the classroom–the influence of the spatial organization on educational interaction in Uruguay. Architectural Engineering and Design Management, 14(6), 413-426. Cardellino, p., Leiringer, R., and Croome, D.C. (2009). Exploring the Role of Design Quality in the Building Schools for the Future Programme· Architectural Engineering and Design Management, 5, 249–262. Carter, D. (2016). A Nature-Based Social-Emotional Approach to Supporting Young Children’s Holistic Development in Classrooms with and Without Walls: The Social-Emotional and Environmental Education Development Framework. Early Childhood Environmental Education, 4(1),10-26. Chawla, L., Keena, K., Pevec, I., and Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & place, 28, 1-13 Cherniss, C. (2000). Emotional intelligence: What it is and why it matters (p. 15). Rutgers University, Graduate School of Applied and Professional Psychology. Chinaveh, M; and Daghlavinejad, R. (2016). Resilience as a mediator in the relationship between attachment styles and stress perception. Psychological methods and models, 7(26), 19-34.] In Persian [ Copeland, E. (2012). Stress in Children and Adolescents. National Association of School Psychologists. Corraliza, J.A.; Silvia Collado, S.; and Bethelmy, L. (2012). Nature as a Moderator of Stress in Urban Children. Procedia- Social and Behavioral Sciences, 38, 253 – 263. Couper, R. T., Hendy, K., Lloyd, N., Gray, N., Williams, S., and Bates, D. J. (1994). Traffic and noise in children’s wards. Medical Journal of Australia, 160(6), 338–341. Dabestani Rafsanjani, A; and Abolghasem Hosseini, S. (2021). Environmental factors affecting the design of behavioral spaces. Case study: juvenile Center of Tehran. Architecture and Urban Planning, 13 )30(, 43-60.] In Persian [ Dadeshpour Moghadam, M; and Valizadeh, R. (2020). Evaluation and analysis of creative city indicators in metropolises (Case study of Tabriz metropolitan area 1). Geography and Planning, 24(73), 181-198.] In Persian [ Dashti, M; Bayramzadeh, S; and Soltan Mohammadi, N. (2013). Structural equation modeling with emphasis on reflective and constructive structures. First Edition, Tehran: Mansour Momeni.] In Persian [ Day, C. and Midbjer, A. (2007) Environment and children. Passive lessons from the everyday environment. Oxford, Architectural Press. Durán-Narucki, V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: a mediation model. Environmental Psychology, 28(3),278-286. Ebrahimi, N; and Bani Fatemeh, H. (2014). Investigating the relationship between the level of feeling of social security and the level of social vitality among the staff of East Azerbaijan province. Iranian Social Science Studies, 11(41), 1-21.] In Persian [ Evans, G.W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423-451. Evans, G. W. (2003). The built environment and mental health. Urban Health, 80(4), 536-555. Evans, G. W., and McCoy, J. M. (1998). When buildings don’t work: The role of architecture in human health. Journal of Environmental Psychology, 18(1), 85-94. Evans, Th. Rh., Hughes, D.J., and Warren, G.S. (2019). A Conceptual Replication of Emotional Intelligence as a Second-Stratum Factor of Intelligence. Emotion, 20 (3), 1-17. Faramarzi, H; Hajiyakhchali, A. R; and Shehni Yailagh, M. (2016). The Examination of Relationship between Academic Buoyancy, Goals Achievement and Motivational Orientations with Creative Self-efficacy among Students in Ahvaz Jondishapur University of Medical Science. Ahvaz Jundishapur Education Development Quarterly, 7(2), 214-221.] In Persian [ Fink, G. (2017). Stress: concepts, definition, and history. Reference Module in Neuroscience and Biobehavioral Psychology. Fteiha, M., and Awwad, N. (2020). Emotional intelligence and its relationship with stress coping style. Health Psychology Open, 7(2), 2055102920970416. Gaminiesfahani, H., Lozanovska, M., and Tucker, R. (2020). A scoping review of the impact on children of the built environment design characteristics of healing spaces. HERD: Health Environments Research & Design Journal, 13(4), 98-114. Geving, A. M. (2007). Identifying the types of student and teacher behaviors associated with teacher stress. Teaching and Teacher Education, 23(5), 624-640. Ghasemi, V. (2013). Structural Equation Modeling in Social Research Using Amos Graphics. Second Edition, Tehran: Sociologists.] In Persian [ Goleman, D. (2006). Emotional Intelligence, 10th Anniversary ed. Bantam Books, New York. Hartig, T., Evans, G. W., Jamner, L. D., Davis, D. S., and Gärling, T. (2003). Tracking restoration in natural and urban field settings. Journal of environmental psychology, 23(2), 109-123. Higgins, S.E; Hall, E; Wall, K; and Woolner, P. (2005). The Impact of School Environments: A literature review. The Centre for Learning and Teaching School of Education, Communication and Language Science, University of Newcastle. Jones, J., and Hutchins, N. (2004). Making schools better places to be: Emotional intelligence. Management in Education, 18(3), 20-22. Higuera-Trujillo, J. L., Llinares Millan, C., Montanana i Avino, A., and Rojas, J. C. (2020). Multisensory stress reduction: a neuro-architecture study of pediatric waiting rooms. Building Research & Information, 48(3), 269-285. Hnatyshyn, O., and Kryvuts, S. (2020). Models of Realization of the Concept of “Naturalness” in the Interior Design of Hospitals for Children. Publishing House “Baltija Publishing”. Hojjat, I; and Ebneshahidi, M. (2011). Redefinition of hospitalization space in pediatrihospitalsal according to evaluation and analysis of children’s needs (With environmental stress reduction approach). Honar- Ha- Ye- Ziba, Memary Va Sharsazi. 13(48), 33-43.] In Persian [ Hojjat, I; and Sheikh Asadi, F. (2021). Improvement and Continuity of Childhood Experience in Children’s Educational Environments (A Reflection on the Home and School Environment among Elementary School Children in Kerman). Journal of Architecture and Urban Planning, 13(30), 61-79.] In Persian [ Hornecker, E. (2005). Space and Place– setting the stage for social interaction. In Position paper presented at ECSCW05 workshop Settings for Collaboration: The Role of Place. Hosseini, A; Shafaee, M; Salehnia, M; and Saleh Sedghpour, B. (2021). Playful Environments: The Factors Affecting the Kids’ Motivation to Play in the Middle Area of Residential Complexes. Sustainable Architecture and Urban Planning, 9(1), 13-26.] In Persian [ Hosseini, S. S; Habibi, H; and Hassanpour, M. (2015). Job stress model in educational-university environments. Modern Psychological Research, 9 (33), 61-90.] In Persian [ Houman, H. A; and Asgari, A. (2006). Factor analysis: its difficulties and limitations. Psychology and Education, 35 (20), 1-20.] In Persian [ Jarvis, D., Lambie, H., and Berkeley, N. (2009). Creative industries and urban regeneration. Journal of Urban Regeneration & Renewal, 2(4), 364-374. Kangas, M. (2010). Finnish children s views on the ideal school and learning environment. Learning Environ Res,13, 205-223. Kaplan, R., and Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge university press. Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182.
Karimi Azar, A. R; Hosseini, S. B; Saleh Sedqhpour, B; and Hosseini Dehshiri, A. S. (2016). Design Principles of Residential Space to Enhance Children’S (3-7 Years Old) Creativity in Iran (Case Study: Tehran District 4). Bagh-e Nazar, 41, 19-34.] In Persian [ Kark, R., and Carmeli, A. (2009). Alive and creating: The mediating role of vitality and aliveness in the relationship between psychological safety and creative work involvement. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 30(6), 785-804. Kiewra, Ch. and Veselack, E. (2016). Playing with Nature: Supporting Preschoolers’ Creativity in Natural Outdoor Classrooms. Early Childhood Environmental Education,4(1), 71-96. Khalilikhah, S; Irani Behbahani, H; Azizi, Sh; and Hashemnejad Shirazi, H. (2021). Criteria for promoting creative vitality in educational spaces of elementary school from a professional’s perspective. Architectural Thought, 5 (9), 232-249.] In Persian [. Khastou, M; and Saeidi Rezvani, N. (2010). The Effective Factors On Urban Spaces Vitality (Creating A Lively Urban Space with Emphasizing the Concept “Pedestrian Mall”). Hoviateshahr, 4 (6), 63-74.] In Persian [ Koopaii, G; Naghizadeh, M; and Habib, F. (2018). Evaluation of The Way Physical Components Impact the Enhancement of Children's Creativity in Play Grounds of Urban Parks. Iranian Architecture and Urbanism, 9 (15), 21-31.] In Persian [. Kopko, K. (2016). The Effects of the Physical Environment on Children's Development. PhD thesis, London, Cornell University. Landry, C. (2000). Urban vitality: A new source of urban competitiveness. Archis, (12), 8-13. Lazarus, R. S. (2006). Stress and emotion: A new synthesis. New York: springer. Lazarus, R. S., and Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company. Leiringer, R. and Cardellino, P. (2011). Schools for the twenty-first century: school design and educational transformation. British Educational Research, 37(06),915 – 934. Ley, A., and Newton, P. (2010). Creating and sustaining liveable cities. Developing living cities: From analysis to action, 191-230. Lindemann-Matthies, P., Benkowitz, D., and Hellinger, F. (2021). Associations between the naturalness of window and interior classroom views, subjective well-being of primary school children, and their performance in an attention and concentration test. Landscape and Urban Planning, 214, 104146. Mansourfar, K. (2006). Advanced statistical methods: with computer programs. Fifth Edition, Tehran: University of Tehran Press.] In Persian [ Marouf, N., Che-Ani, A.D., Johar, S., and Tawil, N.M. (2015). Development of Designing Criteria in Children’s Urban Play Space in Iran- Review of Literature. Sustainable Development,8 (2),113-121. Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J. E., and Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & place, 15(4), 1149-1157. Mirsalami, M; Omranipour, A; and Khoshbakht Bahramani, Sh. (2020). Assessing the sociability of behavioral institutions of "mosques" based on the pattern of harmonization of consumer behavior and body (Case study: Neighborhood mosques in Qazvin). Urban Management, 60, 7-27.] In Persian [ Mishar, R., and Bangun, Y. R. (2014). Create the EQ modeling instrument based on Goleman and Bar-on models and psychological defense mechanisms. Procedia-Social and Behavioral Sciences, 115, 394-406. Mostaghni, A. R; and Etemadi, Sh. (2016). Sense of A Place Formation in Children. Armanshahr Architecture and Urban Development, 17, 103-114.] In Persian [ Motalebi, Gh; and Vojdanzadeh, L. (2015). Effect of Physical Environmental of Medical Space in Reducing Patients’ Anxiety and Stress (Case Study: A Dental Office). Honar- Ha- Ye- Ziba, Memary Va Sharsazi, 20(2), 35-46.] In Persian [ Movahedi, S; and Khanmohammadi, M. A. (2018). Investigating the effective factors in increasing the sense of place in the educational and cultural environments of architecture. New researches of geographical sciences, architecture, and urban planning, 2 (16), 157-174.] In Persian [ Newland, L.A., Mourlam, D.J., Strouse, G.A., DeCino, D., and Hanson, C. (2019). Children’s school life and well-being: A phenomenological study. Learning Environments Research,22(3),311-323. Nitecki, E., Chung, M.H., College, M., and Ferry, D. (2016). Play as Place: A Safe Space for Young Children to Learn about the World. Early Childhood Environmental Education,4(1),26-33. Nourmusavi Nasab, S. N., Azeri, A. R. K., and Mirbazel, S. (2020). Effective environmental factors for reducing children's fear in children's hospital: Using parent's attitudes. ICONARP International Journal of Architecture and Planning, 8(1), 01-19. Pati, A; and Satpathy, S. (2019). Psychological impact of the Environment on the Emotional Quotient (EQ) of Children. Innovations in Engineering and Technology,12(2),61-66. Pirskanen, H., Jokinen, K., Soppi, A.K., Notko, M., Lamsa, T., Otani, M., Meli, G; B, P.R., and Garcia, J.R. (2019). Children’s Emotions in Educational Settings: Teacher Perceptions from Australia, China, Finland, Japan, and Spain. Early Childhood Education, 47, 417–426. Podolska, C. (2014). The impact of playgrounds’play and social value. Environmental Psychology, 38, 141-156. Pourbaqher, S; Azemati, H. R; and Saleh Sedghpour, B. (2021). Acceptance and challenging analysis of Factors Affecting Users' Stress in University Learning Environments. Architectural Thought, 5(9), 201-214.] In Persian [. Pourbaqher, S; Azemati, H. R; and Saleh Sedghpour, B. (2020). The Viewpoint of Pulido-Acosta, F. and Herrera-Clavero, F. (2019). Predicting children’s academic achievement through emotional intelligence. Psicología Educativa,25(1),23-30. Purmomen Aarabi, N; Azemati, H. R; and Pourbagher, S. (2019). Kindergarten architecture design to promote children's vitality. The first international conference and the fifth national conference on sustainable architecture and urban planning. Faculty of Architectural Engineering, Tarbiat Dabir Shahid Rajaei University.] In Persian [ Romano, J.L. (1984). Stress management and wellness: Research beyond the counselor s office. Personnel and guidance,62, 533-537. Sadeghi, Z; Mohtashami, R; Miri, A; and Sadeghi, S. (2010). Creativity in higher education; A Basic step to stable development. Educational Strategies, 3 (1), 23-28.] In Persian [ Salavera, C. and Jarie, L. (2017). Emotional intelligence and social skills on self-efficacy in secondary education students: Are there gender differences? New York: Oxford university press. Salovey, P. and Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition, and personality,9, 185-211. Sastre, S., Artola, T., & Alvarado, J. (2019). Emotional Intelligence in Elementary School Children. EMOCINE, a Novel Assessment Test Based on the Interpretation of Cinema Scenes. Front. Psychol, 14. Saxena, M.K. and Aggarwal, S. (2010). Developing Emotional Intelligence in Children - Role of Parents. Education and Allied Sciences,2(2),45-52. Seaward, B. L. (2002). Managing stress: Principles and strategies for health and well-being. Boston: Jones and Bartlett Publishers. Selye, H. (2013). Stress in health and disease. Butterworth-Heinemann. Shafaee, M; and Madani, R. (2010). Designing Patterns of Children Educational Spaces Based On Creativity Model. Technology of Education, 4 (2), 117-124.] In Persian [ Shah, M., and Thingujam, N. S. (2008). Perceived emotional intelligence and ways of coping among students. Journal of the Indian Academy of Applied Psychology, 34(1), 83-91. Shahcheraghi, A; and Bandarabad, A. R. (2015). Enclosed in the environment, the application of environmental psychology in architecture and urban planning. First Edition, Tehran: Jahad University.] In Persian [ Shams Dolatabadi, H. S; Mozaffar, F; Malek, N; and Saleh Sedghpour, B. (2019). Characteristics and elements of primary school open space’s the design based on EI in learning process from professional’s perspective. Technology of Education, 13 (3), 413-423.] In Persian [ Shams Dolatabadi, H. S; Mozaffar, F; Malek, N; and Saleh Sedghpour, B. (2018). Principles of open school design based on emotional intelligence model and enhancing learning. Iranian Journal of Learning & Memory, 1(1), 55-67. Shao, Y., Elsadek, M., and Liu, B. (2020). Horticultural activity: Its contribution to stress recovery and wellbeing for children. International journal of environmental research and public health, 17(4), 1229. Sharma, M.R. and Kumar, M.P. (2016) Emotional intelligence and stress coping styles: A study of doctors of private hospitals in and around Chandigarh. Social Sciences, 3(03), 660–675. Shu, S., and Ma, H. (2020). Restorative effects of urban park soundscapes on children’s psychophysiological stress. Applied Acoustics, 164, 107293. Siavashpour, B; Shadloo Jahromi, M; and Nodehi, H. (2016). The role of green space children's educational environment to strengthen the sense of place attachment (Case study: elementary schools in region 2 of Shiraz). Environmental Sciences, 14 (4), 105-120.] In Persian [ Slusniene, G. (2019). Possibilities for Development of Emotional Intelligence in Childhood in the Context of Sustainable Education. Discourse and Communication for Sustainable Education, 10(1), 133-145. Sullivan, W. C., and Chang, C. Y. (2011). Mental health and the built environment. In making healthy places (pp. 106-116). Island Press, Washington, DC. Tabatabaeian, M; Abbasalizadeh, S; Kolaei, R; and Fayaz, R. (2016). Analysis of the effect of the built environment on children’s creativity (Review the effect of the environmental characteristics on children’s creativity in Tehran children’s centers). Bagh-e Nazar, 13 (43), 17-36.] In Persian [ Tabatabaeian, M, and Tamannaee, M. (2013). Investigation the Effect of Built Environments on Psychological Health. Armanshahr Architecture and Urban Development, 6 (109), 101-111.] In Persian [ Taheri, Sh; and Shabani, A. H (2016). Conceptual and Practical Principles in Designing Healing Gardens for Veterans with PTSD with A Focus On Reducing Stress- A Narrative Review. Military Medicine, 18 (3), 230-241.] In Persian [ Ulrich, R. S.; Marcus, CC. and Sachs, NA. (2013). Therapeutic landscapes: An Evidence-Based Approach to Designing Healing Gardens and Restorative Outdoor spaces. Wiley. Ulrich, R. S., Zimring, C., Zhu, X., DuBose, J., Seo, H. B., Choi, Y. S., ... and Joseph, A. (2008). A review of the research literature on evidence-based healthcare design. HERD: Health Environments Research & Design Journal, 1(3), 61-125. Valizadeh, G., and Saghafi Asl, A. S. (2015). Identifying Features of Architectural of Institute for the Intellectual Development of Children & Young Adults; Based on Creativity Approach. Indian Journal of Fundamental and Applied Life Sciences, Vol.5 (S1), pp. 2094-2100. Vasandari, S. (2015). Creating environments that reduce children s stress. Exchange magazine. www.childcareExchange.com. Veiskarami, H. A; and Yousefvand, L. (2018). Investigating The Role of Academic Vitality and Happiness in Predicting the Students Creativity in Lorestan University of Medical Sciences. Research in Medical Education, 10 (2), 28-37.] In Persian [ Wolfe, K. (2019). Enhancing the Emotional Intelligence of Students: Helping the Critical Few. The Scholarship of Teaching and Learning,19(3),16-33. Yuen, B., and Ooi, G. L. (2009). Introduction : World Cities-Challenges of Liveability, Sustainability, and Vibrancy. World Cities : Achieving Liveability and Vibrancy, Forthcoming. Zarghami, E; Ghanbaran, A. H; Karimi Moshaver, M; and Saadati Vaqhar, P. (2020). Evaluation of the Impact of Components Related to Configuration, Vegetation, and Position of the Complex Tall building (Surrounding the Passages) on Citizens' Mental Health. Sustainable Architecture and Urban Planning, 8(2), 95-130.] In Persian [ Zautra, A. J. (2003). Emotions, stress, and health. New York, NY: Oxford university press. | ||
آمار تعداد مشاهده مقاله: 1,018 تعداد دریافت فایل اصل مقاله: 642 |