معماری و شهرسازی ایران(JIAU)

واکاوی ارتباط مؤلفه‌های تأثیرگذار بر ایجاد حس دل‌بستگی به محیط در مدارس متوسطه دخترانه ارومیه بر اساس نظریه سیمون؛ نمونه موردی: پایه هفتم مدارس دخترانه ناحیه 2 ارومیه

نوع مقاله : مقاله پژوهشی

نویسندگان

فروغ میرزاعلی پور 1
راضیه لبیب زاده 2
بابک مطیعی 3

1 دانشجوی دکتری معماری، گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

2 استادیار، گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

3 استادیار، گروه معماری، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران.

https://doi.org/10.30475/isau.2024.398281.2045
چکیده
امروزه طراحی محیط‌های آموزشی به‌عنوان عرصه رشد و تکامل نوجوانان به‌عنوان نسل آینده، فراتر از ساحت کالبدی، از اهمیت ویژه‌ای برخوردار است که نوجوانان در طول دوران تحصیل خود به آن معنا بخشیده و به آن دلبسته می‌شوند. مکان از جنبه‌های مادی و غیر مادی، نوعی احساس را در کاربران خود القا می‌کند که می‌تواند نوعی دلبستگی به مکان در افراد ایجاد نماید و این دلبستگی منجر به ایجاد روابط اجتماعی بین افراد و محافظت از مکان می‌شود. برای افزایش حس دلبستگی به مکان نظریه‌های متعددی از جمله نظریه سیمون مطرح شده است. هدف از این پژوهش شناسایی مؤلفه‌های تاثیرگذار نظریه سیمون (Being of place - Becoming of place) و ارتباط آن‌ها با حس دل‌بستگی به مکان در مدارس می‌باشد. در جهت تحقق اهداف، ابتدا با روش تحقیق توصیفی- تحلیلی در بستری پیمایشی و بامطالعۀ منابع کتابخانه‌ای نظریه سیمون بررسی و مؤلفه‌های موثّر به‌صورت چارچوب نظری تدوین گردید و سپس با استفاده از روش تحلیل عامل تأییدی به اولویت‌بندی و ارتباط مؤلفه‌ها پرداخته شد. جامعه آماری پژوهش شامل 7404 نفر از دانش‌آموزان دختر پایه هفتم متوسطه اول مدارس دولتی ناحیه 2 شهر ارومیه که تعداد نمونه 365 نفر از فرمول کوکران بدست آمد. گردآوری اطلاعات از طریق پرسشنامه مؤلف ساخت انجام پذیرفت. یافته‌ها نشان داد در این پژوهش از میان متغیرهای درون‌زای مدل نظریه سیمون شامل تقویت مکانی، مکان آفرینی، تحقق مکانی، رهایی مکانی، هویت مکانی و تعامل مکانی، مولفه‌های تاثیرگذار بر حس دلبستگی در مدارس دخترانه عبارتند از تقویت مکانی، مکان‌آفرینی و تحقق مکانی. همچنین نتایج نشان داد که تحقق مکانی نقش واسطه‌ای در ارتباط با  تقویت مکانی و مکان آفرینی دارد لذا می‌توان با ارتقای متغیر تقویت مکانی، تحقق مکانی را افزایش داد و از این طریق به ارتقای حس دلبستگی به مکان به کمک متغیر مکان آفرینی رسید.

چکیده تصویری

واکاوی ارتباط مؤلفه‌های تأثیرگذار بر ایجاد حس دل‌بستگی به محیط در مدارس متوسطه دخترانه ارومیه بر اساس نظریه سیمون؛ نمونه موردی: پایه هفتم مدارس دخترانه ناحیه 2 ارومیه

تازه های تحقیق

- استخراج مؤلفه‌های تأثیرگذار بر حس دل‌بستگی به مکان طبق روش تحلیلی- توصیفی در مدارس دخترانه شهر ارومیه براساس نظریه سیمون اعم از تقویت مکانی، مکان‌آفرینی، تحقق مکانی، رهایی مکانی، هویت مکانی و تعامل مکانی و ارتباط بین این مؤلفه‌ها.
- اولویت‌بندی مؤلفه‌های تأثیرگذار بر حس دل‌بستگی به مکان و شناسایی فاکتورهایی با بیشترین تأثیرگذاری در فضاهای آموزشی اعم از تقویت مکانی، مکان‌آفرینی و تحقق مکانی.
- نقش واسطه‌ای تحقق مکانی در ارتباط با  تقویت مکانی و مکان‌آفرینی. 

کلیدواژه‌ها

فضای آموزشی
دانش آموزان دوره متوسطه اول
دل‌بستگی به مکان
نظریه سیمون
عوامل کالبدی
عوامل انسانی

موضوعات

عنوان مقاله English

Analyzing the factors influencing place attachment among 7th-grade students in girls’ secondary schools in Urmia based on Seamon’s attachment theory; Case study: Municipal district 2

نویسندگان English

Furugh Mirza Alipour 1
Razieh Labibzadeh 2
Babak Motiei 3
1 Ph.D. Candidate in Architecture, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2 Assistant Professor, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 Assistant Professor, Department of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.
چکیده English

Extended Abstract
Background and Objectives: A place is any environmental setting where individual or group actions, experiences, intentions, and meanings come together spatially. The physical and social interactions that shape a place and define its character and values can be understood through theories of place attachment. Educational environments, being key spaces for adolescent growth and development, are among the most important of these places. As these environments play a significant role in the lives of adolescents, who form emotional connections to them during their education, their design is especially important. Place attachment influences individuals’ behaviors, often driving them toward collective action aimed at improving the well-being of the community rather than personal gain, aligning with the spirit of community activism. Both tangible and intangible elements of a place evoke emotions in its users, fostering place attachment, strengthening social bonds, and encouraging protection of the space. Several theories on place attachment have been proposed, including Seamon’s place attachment theory. This research seeks to identify the components influencing place attachment in schools, specifically through the lens of Seamon’s attachment theory. The study aims to explore how Seamon’s “processes of place attachment (2012, 2014, 2015, 2018)” can enhance our understanding of place attachment in educational settings and inform school management practices.
Methods: This research is a descriptive-analytical study. In order to achieve the research goals, the research began with an in-depth examination of Seamon’s place attachment theory through surveys and bibliographic review. Accordingly, key components influencing place attachment were identified and presented as a theoretical framework. These components were then prioritized and their relationships analyzed using confirmatory analysis. The statistical population comprised 7,404 7th-grade female students attending public schools in Municipal District 2 of Urmia during the 2022-2023 academic year, with a sample size of 365 determined by the Cochran formula. All students had been in these schools for at least three years. Simple random sampling was used to select the participants, and data was collected through a researcher-developed questionnaire.
Findings: Results indicated that, among the endogenous variables of Seamon’s attachment theory—such as place interaction, place identity, place release, place realization, place creation, and place intensification—the factors most influencing students’ place attachment were place intensification, place realization, and place creation. These three components accounted for 5% of the changes in place attachment. Place intensification and place creation explained 18% of the variance in place realization, and place intensification explained 3% of the variance in place creation. Additionally, the indirect effect of place creation on place attachment was positive and significant at the 0.01 level, with a value of 0.06, mediated through the physical characteristics of the place. Therefore, the body of place plays a mediating role in the relationship between place intensification and place attachment. This effect is introduced through place realization; therefore, place realization played a mediating role between place intensification and place creation. The total effect of place intensification on the sense of place attachment is 0.15 positive and significant at the 0.01 level.
Conclusion: This study provided deeper insights into place-based community groups and their motivations to either preserve or promote changes in place development and management. Each place requires a tailored approach to place management in order to effectively mobilize resources and partnerships. According to Seamon’s theory, place attachment is influenced by six main factors, divided into two categories: “Becoming of Place,” which includes place realization, place creation, and place intensification, and “Being of Place,” which includes place interaction, place identity, and place release. In this study, the effective factors in schools were identified, with place realization serving as a mediator between place intensification and place creation. Enhancing place intensification was found to boost place realization, which in turn enhanced place creation, ultimately improving place attachment. The indirect effect of place intensification on place realization was positive, with a value of 0.07, and significant at the 0.01 level.

کلیدواژه‌ها English

Educational Space
Secondary School
Place Attachment
Seamon’s Theory
Physical Factors
Human Factors

این مقاله برگرفته از رساله دکتری نویسنده نخست با عنوان «تبیین مدل مفهومی دل‌بستگی به مکان برای نوجوانان (بازه سنی 11 تا 14 سال) در فضاهای آموزشی (مورد پژوهی: دانش آموزان متوسطه اول ناحیه 2 ارومیه)» می‌باشد که به راهنمایی نویسنده دوم و مشاوره نویسنده سوم در دانشگاه آزاد اسلامی علوم و تحقیقات تهران انجام گرفته است.

This article is derived from the first author`s doctoral thesis entitled “Evaluating the conceptual model of place attachment for teenagers in educational environments”, supervised by the second author and advised by the third, at Islamic Azad University, Tehran Science and Research Branch.

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  • تاریخ دریافت 02 خرداد 1402
  • تاریخ بازنگری 25 مرداد 1402
  • تاریخ پذیرش 28 مهر 1402

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