فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه مهندسی معماری، دانشکده هنر، دانشگاه بجنورد، بجنورد، ایران

2 گروه مهندسی شهرسازی، دانشکده هنر، دانشگاه بجنورد، بجنورد، ایران

چکیده

پیشینه و اهداف:در دوران معاصر مفهوم دلبستگی به مکان تفاوت­های قابل ملاحظه­ای پیدا کرده است. دانشمندان علوم اجتماعی به­شدت درگیر مفاهیم مکان و دلبستگی به مکان هستند. چه اتفاقاتی بر پیوندهای عاطفی مردم با مکان در یک جامعه پویا به­وجود می­آید. در سطح کلان نظریه پردازهای جهانی­شدن فهم قابل ملاحظه­ای از تاثیرات پویایی بر مکان و سازمان اجتماعی در یک شهر ارائه می­دهند. آنها بر این نکته تاکید دارند که چگونه تغییرات اقتصادی، اجتماعی، سیاسی و اجتماعی و فرهنگی، مسافرت و مهاجرت سبب افزایش ارتباط­پذیری بین مکان­های دوردست می­گردد. روانشناسان­محیطی، دانشمندان علوم اجتماعی، جغرافیدانان انسانی تفاوتی بین پویایی و دلبستگی به مکان قائل هستند و آن دو مفهوم را متضاد هم می­دانند. در دیدگاه استدلالی دلبستگی به مکان به عنوان پدیده­ای است که در قالب مفاهیم فردی، اجتماعی و روابط مکان- انسان است.  دلبستگیدرفضاهایآموزشییکیازمهم­ترینعواملمؤثربرحضورپذیریدانش­آموزانوبهتبعآنرونقوپویاییمحیط آموزشیاست. توجهبهنیازهایاین افرادباتوجهبهشرایطجسمیمیتواندزمینه­سازحضورپررنگ­ترآنهادرفضاهایآموزشی گردد. درهمینراستاپژوهشحاضرباهدفشناساییعواملمؤثربراحساسدلبستگیدانش­آموزاندر بین دانش آموزان دبیرستان شهر بجنوردصورتگرفتهاست. اینپژوهشازحیثهدف،جزءپژوهش‌هایکاربردیاست.
روش‌ها: در این پژوهش ازروشپژوهشپیمایشیو همبستگیاستفادهشدهاست. دراینراستاازآزمونآماریکولموگرافاسمیرنفجهتتشخیصنرمالبودنتوزیع داده­های پژوهشوازآزمون­هایآماریرگرسیونخطیچندگانهوآزمونهمبستگیپیرسونجهتتعیینرابطهو شدتوجهترابطهبینمتغیرهایمستقلووابستهاستفادهشدهاست.
یافته‌ها: یافته­ها نشان می­دهد متغیر حس هویت، بالاترین همبستگی را با میزان احساس­دلبستگی نشان می­دهد. بنابراین میزان احساس­دلبستگی در بین متغیرهای پژوهش در مرحله اول متاثر از میزان احساس هویت و شاخص­های مرتبط با آن می­باشد. دومین متغیر با ضریب همبستگی پیرسون 463/0پیوندهای­اجتماعی است. متغیر حس وابستگی با ضریب 444/0در رتبه سوم قرار دارد که بیشترین همبستگی مربوط به پرسش احساس ­تعلق در دلبستگی است که عدد 500/0 و میانگین 17/3 نمایانگر این موضوع است و کمترین مربوط به دلتنگ ­شدن برای این مکان در احساس دلبستگی است که میانگین31/2 نمایانگر این موضوع است و میانگین  61/ 2 برای پرسش دل­کندن از این مکان در سه مدرسه است.
نتیجه‌گیری: برایناساس37 شاخصدرقالب3 مؤلفهمورد سنجشواقعشدهاست. خلاصهنتایجپژوهشحاکیازآناستمؤلفهحس هویت بهترتیب مهمترینمؤلفه­هایکالبدیمؤثربراحساسدلبستگیدانش­آموزاندرفضاهای ­آموزشیهستند.با توجه به ضرایب همبستگی بین خرد شاخص­ها و احساس دلبستگی، به منظور ارتقای دلبستگی در مدرسه استفاده از عناصر و شکل­ها و احجام معماری که مکان را هویتمند نماید تا اینکه حس هویت و در نهایت احساس دلبستگی ارتقا یابد پیشنهاد می­گردد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Measuring the Effective Components on Promoting Sense of Attachment in the Educational Space (Case Study: Bojnord High Schools)

نویسندگان [English]

  • M. Arghiani 1
  • H. Vahdani charze khun 2

1 Architecture Department, Faculty of Arts, University of Bojnord, Bojnord, Iran

2 Department of Urbanism, Faculty of Arts, University of Bojnord, Bojnord, Iran

چکیده [English]

Background and Objectives: In contemporary times, the concept of attachment to place has found considerable differences. Social scientists are heavily involved in the concepts of place and attachment to place. What happens to people's emotional connection to a place in a dynamic society? At the macro level, globalization theorists offer a considerable understanding of the effects of dynamics on place and social organization in a city. They put emphasis on how economic, social, political, and cultural changes, travel and migration increase connectivity between distant places. Environmental psychologists, social scientists, and geoanthropologists distinguish between dynamism and attachment to space, and see the two concepts as contradictory. In the argumentative view, attachment to place is a phenomenon that is in the form of individual, social and place-human relations. Attachment in educational spaces is one of the most important factors affecting student attendance and consequently the prosperity and dynamics of the educational environment. Paying attention to the needs of these people with regard to their physical conditions can make their presence more prominent in educational settings. The purpose of this study was to identify the factors affecting students' attachment feeling among high school students in Bojnourd. This research is an applied research in terms of purpose.
Method and Materials:  In this study, survey and correlational research were used. For this purpose, Kolmogorov-Smirnov statistical test was used to determine the normality of the distribution of research data and multiple linear regression and Pearson correlation tests were used to determine the relationship and severity and the relationship between independent and dependent variables.
Findings: Findings showed that the sense of identity variable has the highest correlation with the level of attachment feeling. Therefore, the level of attachment feeling among the research variables is affected by the level of sense of identity and its related indicators. The second variable with the Pearson correlation coefficient is 0463 social bonds. The attachment sense variable was ranked third with a coefficient of 0.444, with the highest correlation being the attachment feeling question, which was 0.500 and a mean of 3.17, and the least related to being missing for this place in the attachment feeling, which was a mean of 2. 31 represents this issue, with a mean of 2.61 for quitting this place in three schools.
Conclusion: Based on this, 37 indices were measured in 3 components. Summary of research results indicate that the components of sense of identity are the most important physical components affecting students' sense of attachment in educational spaces, respectively. Considering the correlation coefficients between the micro-indicators and the feeling of attachment, and to promote the sense of attachment to school, it is suggested to use architectural elements and shapes and volumes that identify the place until the sense of identity and finally the feeling of attachment is promoted. And significant components of the place are in the next ranks, in this process, preference for others and offering the school to others in the second stage through the meaning of place affects the attachment to the place.

کلیدواژه‌ها [English]

  • educational space
  • Sense of attachment
  • School architecture
  • survey method

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