DESIGNING A HAPPY LEARNING ENVIRONMENT IN SCHOOLS AND INVESTIGATING ITS RELATIONSHIP WITH STRESS AND MENTAL HEALTH

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JAMEBOZORG ZAHRA; JAFARKHANI FATEMEH; SALIMI MARYAM

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Journal Paper

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Journal: CLINICAL PSYCHOLOGY STUDIES Year:2017 | Volume:7 | Issue:28 Page(s): 121-133

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Title

DESIGNING A HAPPY LEARNING ENVIRONMENT IN SCHOOLS AND INVESTIGATING ITS RELATIONSHIP WITH STRESS AND MENTAL HEALTH

Author(s)

JAMEBOZORG ZAHRA | JAFARKHANI FATEMEH | SALIMI MARYAM | Issue Writer Certificate

Keywords

LEARNING ENVIRONMENT

HAPPY SCHOOLS

MENTAL HEALTH

DESIGN

Abstract

The present qualitative-correlational study aimed at developing a model for DESIGNing a happy and active LEARNING ENVIRONMENT in schools and also identifying the relationships between different components of a happy LEARNING ENVIRONMENT and students’ MENTAL HEALTH and stress. First, the qualitative method was used to review the relevant literature and interview several experts in the field. Accordingly, 8 main components and 36 sub-components were identified for a happy LEARNING ENVIRONMENT and a conceptual model was developed. Next, the correlational method was used to determine the relationships between a happy LEARNING ENVIRONMENT and students’ MENTAL HEALTH and stress. A total of 200 students (100 females and 100 males) studying at five primary schools in Kermanshah in school year 2014-2015 were selected as the sample. The inclusion criteria were the observation of some specific symptoms such as nail biting, withdrawal, aggression, and academic underachievement. Goldberg’s General Health Questionnaire (GHQ) and a researcher-made questionnaire on the components of a happy LEARNING ENVIRONMENT were used to collect the data on the students’ behavior as observed by their parents and teachers. The collected data were analyzed using Pearson’s correlation coefficient and independent t-test. There was a significant correlation between students’ MENTAL HEALTH and different components of a happy school environment. (p<0.01). Among the components of MENTAL HEALTH, stress had the most significant inverse correlation with different components of a happy school environment (p=0.01, r=-0.17). In addition, female students were mentally healthier as compared to their male counterparts (p < 0.001). However, both gender groups scored equally on liveliness (p<0.05). Given the significant relationship between students’ improved MENTAL HEALTH and reduced stress and the presence of a happy LEARNING ENVIRONMENT in schools, it can be concluded that a happy and dynamic LEARNING ENVIRONMENT can significantly improve students’ MENTAL HEALTH.

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APA: Copy

JAMEBOZORG, ZAHRA, JAFARKHANI, FATEMEH, & SALIMI, MARYAM. (2017). DESIGNING A HAPPY LEARNING ENVIRONMENT IN SCHOOLS AND INVESTIGATING ITS RELATIONSHIP WITH STRESS AND MENTAL HEALTH. CLINICAL PSYCHOLOGY STUDIES, 7(28), 121-133. SID. https://sid.ir/paper/728339/en

Vancouver: Copy

JAMEBOZORG ZAHRA, JAFARKHANI FATEMEH, SALIMI MARYAM. DESIGNING A HAPPY LEARNING ENVIRONMENT IN SCHOOLS AND INVESTIGATING ITS RELATIONSHIP WITH STRESS AND MENTAL HEALTH. CLINICAL PSYCHOLOGY STUDIES[Internet]. 2017;7(28):121-133. Available from: https://sid.ir/paper/728339/en

IEEE: Copy

ZAHRA JAMEBOZORG, FATEMEH JAFARKHANI, and MARYAM SALIMI, “DESIGNING A HAPPY LEARNING ENVIRONMENT IN SCHOOLS AND INVESTIGATING ITS RELATIONSHIP WITH STRESS AND MENTAL HEALTH,” CLINICAL PSYCHOLOGY STUDIES, vol. 7, no. 28, pp. 121–133, 2017, [Online]. Available: https://sid.ir/paper/728339/en

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