Environmental Factors Affecting Students’ Stress in the Educational Environment: A Case Study of Shiraz Schools

Najafi, Najmeh; Movahed, Khosro; Barzegar, Zahra; Samani, Siamak

doi:10.5812/intjsh.67153

Cited by 14 publications

(11 citation statements)

References 25 publications

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“…The increase of the oscillatory temperature of 2°C from the constant temperature of 26°C in Miura and Ikaga (2016) studies did not increase the sAA, which was not consistent with the present study (23). Also, the effect of thermal comfort on stress was confirmed in Najafi et al research (24), which is consistent with the results of this study.…”

Section: Discussionsupporting

confidence: 80%

The Effect of Thermal Comfort on Stress in Female High School Students

Najafi

Movahed

Barzegar

et al. 2018

Int J School Health

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Background: Indoor environment, in which we are located, influences our psychological responses, like stress. Thermal comfort is one of the most important factors determining the quality of indoor environment, obtained by calculating predicted mean vote (PMV) and predicted percentage of dissatisfaction (PPD) in a steady-state approach. Several studies revealed that hot or cold temperature (°C) could increase stress. However, other climatic thermal comfort factors like relative humidity (%) and air velocity (m/s) have not been well researched in this regard. Objectives: The purpose of this study was to investigate the immediate effects of undesirable thermal comfort on stress by measuring salivary alpha-amylase levels (sAA) in female high school students. Methods: The present study was conducted in a semi-experimental design with pre-test and post-test and control group. The sample size was 390 female high school students, who were selected by multi-stage cluster random sampling, during years 2016 and 2017, in Shiraz, Iran. Students were divided to intervention and control groups. In the intervention group, thermal comfort was interfered by changing temperature, relative humidity, and air velocity for two hours. Saliva was collected by Cocorometer's strip and sAA was measured by a hand-held device, Cocorometer (Nipro Co, Osaka, Japan). The pre-test and post-test were compared with each other. Thermal comfort in classrooms was measured by a steady-state model, PMV/PPD index, and data was analyzed by Analysis of Covariance (ANCOVA). Results: Interfering in temperatures and humidity at an average of 4.8°C and 36% for two hours in the intervention group caused thermal comfort to be in an unfavorable range (PMV > +0.5) and dissatisfaction was more than desirable (PPD > 10%). In the intervention group, when the intervention took place at the temperature, relative humidity, air velocity, and the synchronous effect of these three variables (TRHAV), the mean sAA was 43.57, 42.74, 44.23, and 45.93 (KU/L) in the pre-test and 55. 91, 52.35, 44.89 and 61.99 (KU/L) in the post-test. Also, in the control group, the mean sAA was 44.73, 47.03, 43.38, 47.19, 43.83, and 43.77 (KU/L) in the post-test. The sAA was significantly increased in the intervention group when thermal comfort and its climatic variables, including temperature (P < 0.001) and relative humidity (P < 0.001), was undesirable. No Significant increase was observed in air velocity (P = 0.659). In the control group, the mean sAA did not change significantly in pre-test and post-test. Conclusions: Undesirable thermal comfort increased stress in female high school students. Stress was affected by temperature, relative humidity and the synchronous effect of temperature, relative humidity, and air velocity yet not air velocity, individually.

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Section: Discussionsupporting

confidence: 80%

The Effect of Thermal Comfort on Stress in Female High School Students

Najafi

Movahed

Barzegar

et al. 2018

Int J School Health

Self Cite

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“…Literature indicates that the physical attributes of the environment and the configuration of the learning space act on the perception of students. In this dialogue where the level of well-being and the functional possibilities offered by space are related, the impact on the learning process of those who inhabit it can be positive if the conditions are [30,38,40,55].…”

Section: Impact Factors Of the University Classroom On Socio-educatiomentioning

confidence: 99%

“…In 1978, Canter, a precursor to the psychological perception of the classroom and the degree of satisfaction provided by a school space in the subject, noted that "by inhabiting the classroom, the individual is involved in the physical experimentation of his architectural space, all of this, taking into account the responses to certain variables" [30,56]. In this line, around the 1980s, a change of direction took place and new theoretical and methodological approaches emerged, giving way to perspectives focused on social and collective phenomena in relation to the physical socio-environment.…”

Section: Impact Factors Of the University Classroom On Socio-educatiomentioning

confidence: 99%

“…In this way, teaching methodologies for processing information, the responsibility of the student towards learning, and the presence of social networks as a transformative element of human behavior in relation to distraction are recognized, communication, emotions, autonomy and identity. Academic stress is also a factor of concern for assessment and failure [30,60].…”

Section: Impact Factors Of the University Classroom On Socio-educatiomentioning

confidence: 99%

“…The evolution of the keywords and their association in clusters is related to the dimensions or factors of the study theme indicated in Figure 1. Thus, there is a line of research that associates and links the terms related to the physical-environmental dimension ("integration", "school buildings", "innovation", "technology integration", "appointment", "space", "learning environment", "accessibility", "learning environment", "large classroom") [30,51], others with the socio-perceptual dimension ("perception", "self-concept", "human relation", "inter-personal communication", "interpersonal relation", "self-efficacy", "social behavior", "collaboration") [57,60], and finally, other keywords with the motivational dimension ("motivation", "communication", "decision making", "leadership", "satisfaction", "attitude", "collaborative learning", "skill") [39,56].…”

Section: Institutionmentioning

confidence: 99%

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The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study

González-Zamar

Jiménez

Ayala

et al. 2020

IJERPH

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The university learning classroom, in addition to a space for activities and architectural object, has a direct impact on the academic motivation, well-being and social relationships of the students. Thus, the link between the university classroom and the management of the socio-educational well-being of the student, in accordance with the principles of well-being theory, is a challenge that the current university must manage. The progress of worldwide research on this topic has been studied during the period 2004–2018. For this aim, a bibliometric study of 1982 articles has been applied. The results provide data of the scientific productivity of the journals, authors, institutions and countries that contribute to this research. The evidence reveals growing interest, especially in the last six years. The main category is Social Sciences. The most productive journals are Computers and Education, American Journal of Pharmaceutical Education, and Theory into Practice. The author with most articles is Reddy, from Rutgers University. The most productive institution is the University of Virginia. The United States is the country with most academic publications, citations and with most international collaborations in its works. Worldwide research has followed an increasing trend, with optimum publication levels in latest years.

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Bi̇yofi̇li̇k İç Mekan Tasarimi: Bi̇r Eği̇ti̇m Bi̇nasinda Su Öğesi̇ Kullanimi İle Kullanici Refah Sevi̇yesi̇ Arasindaki̇ İli̇şki̇ Üzeri̇ne Bi̇r Alan Çalişmasi

NEVZATİ

Demirbaş

Hasırcı

2021

Sanat Ve Tasarım Dergisi

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The concept of biophilia is an innate human tendency to seek connection with nature. Biophilic design is the integration of the built environment and nature, which offers an opportunity to design healthier places, resulting in lower stress and improved well-being. Water elements are considered one of the most effective biophilic design elements for the betterment of the interiors through decreased stress and improved mood. This paper examines the relationships between well-being and principles of biophilic design through indoor water elements, with specific focus on educational environments. A case study was conducted examining the effects of various indoor water elements for an entrance area of an educational building. It was found that occupants were generally content with the presence of interior water elements, and they perceived that direct access to nature made them feel more connected with it. There is a statistically significant difference between the responses of males and females, t = -2.041, p = 0.045 (p<0.05), while females perceived lowered stress when in the presence of interior water elements, males were more neutral. The research study concludes with a discussion on the means by which interior water elements can reduce stress and increase relaxation.

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Environmental Factors Affecting Students’ Stress in the Educational Environment: A Case Study of Shiraz Schools

Cited by 14 publications

References 25 publications

The Effect of Thermal Comfort on Stress in Female High School Students

The Effect of Thermal Comfort on Stress in Female High School Students

The Impact of the University Classroom on Managing the Socio-Educational Well-being: A Global Study

Bi̇yofi̇li̇k İç Mekan Tasarimi: Bi̇r Eği̇ti̇m Bi̇nasinda Su Öğesi̇ Kullanimi İle Kullanici Refah Sevi̇yesi̇ Arasindaki̇ İli̇şki̇ Üzeri̇ne Bi̇r Alan Çalişmasi

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