Document Type : Research Paper
Authors
1 Phd.Student, Department of Architecture, Faculty of Art and Architecture, Shahrekord Branch, Islamic Azad Uni, Shahrekord, Iran
2 Assistant Prof, Department of Urban Planning, Faculty of Architecture and Urban Design Engineering, Shahid Rajaee Teacher Training Uni. Tehran, Iran.
3 Visiting 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
10.22061/jsaud.2022.8482.1976
Abstract
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.
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