Physical Parameters and Comfort of the School Environment in Assessments of Schoolchildren and Teachers

1011

Abstract

The problem of interrelation of physical parameters of school space with the state of comfort of students and teachers in conditions of different types of educational environment is considered: "enriched", "standard" and "depleted". The hypothesis was that the assessment of comfort is interrelated with the physical parameters of the environment (temperature, air quality, illumination, acoustics, furniture) and has significant differences in the assessments of schoolchildren and teachers of schools with different types of educational environment. 416 schoolchildren and 73 teachers of three Moscow educational complexes took part in the study. Specially developed questionnaires were used. In the group of schoolchildren, significant differences in assessments of the comfort of the school space and its individual physical parameters were revealed depending on the type of educational environment and significant relationships were established between these indicators. The state of comfort of schoolchildren is determined by the type of educational environment and its physical parameters. For teachers, comfort, which is higher in comparison with the assessments of children, is determined by a favorable psychological climate and benevolent relationships.

General Information

Keywords: educational environment; physical parameters of the environment; "enriched" environment; "standard" environment; "depleted" environment

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2018100108

For citation: Ivanova E.V., Nesterova O.V., Vinogradova I.A. Physical Parameters and Comfort of the School Environment in Assessments of Schoolchildren and Teachers [Elektronnyi resurs]. Psychological-Educational Studies, 2018. Vol. 10, no. 1, pp. 81–93. DOI: 10.17759/psyedu.2018100108. (In Russ., аbstr. in Engl.)

References

  1. Vinogradova I.A., Ivanova E.V., Nesterova O.V. Sistema otsenki effektov redizaina prostranstv obrazovatel'nykh organizatsii [Elektronnyi resurs] [The system for evaluating the effects of the redesign of spaces of educational organizations]. Sovremennye problemy nauki i obrazovaniya [Modern problems of science and education], 2017, no. 4. Available at: https://www.science-education.ru/ru/article/view?id=26650 (Accessed: 19.08.2017).
  2. Nartova-Bochaver S.K. Fizicheskaya shkol'naya sreda kak prediktor zdorov'ya i blagopoluchiya sub"ektov obrazovatel'nogo protsessa (obzor zarubezhnykh issledovanii) [Elektronnyi resurs] [Physical environment as a predictor of teachers’ and pupils’ health and well-being (review)] Klinicheskaya i spetsial'naya psikhologiya [Clinical Psychology and Special Education], 2012, no. 1. Available at: https://psyjournals.ru/psyclin/2012/n1/49968.shtml (Accessed: 09.08.2017). (In Russ., Abstr. in Engl.).
  3. Barrett P., Zhang Y., Davies F., Barrett L. Clever Classrooms [Elektronnyi resurs]. - Available at: http:img.eba.gov.tr›876/23f/892/7d1/9fb/ce4/323/823/ (Accessed: 03.08.2017).
  4. Blyth A. Modernising Secondary School Buildings in Portugal [Elektronnyi resurs]. Available at: http:oecd.org›Portugal›44247100.pdf (Accessed: 03.08.2017).
  5. Blyth A. Upgrading School Buildings in Mexico with Social Participation The Better Schools Programme [Elektronnyi resurs]. Available at: http: oecd.org›edu/EDUCATION POLICY…MEXICO_EN.pdf (Accessed: 03.08.2017).
  6. Enmarker I., Boman E. Noise annoyance responses of middle school pupils and teachers. Journal of Environmental Psychology, 2004. Vol. 24, pp. 527–536.
  7. Küller R., Lindsten C. Health and behavior of children in classrooms with and without windows. Journal of Environmental Psychology,1992. Vol. 12, pp. 305–317.
  8. Lundquist P., Kjellberg A., Holmberg K. Evaluating effects of the classroom environment: development of an instrument for the measurement of self reported mood among school children. Journal of Environmental Psychology, 2002. Vol. 22, pp. 289–293.
  9. Weinstein C.S., Woolfolk A.E. The classroom setting as a source of expectations about teachers and pupils. Journal of Environmental Psychology, 1981. Vol. 1, pp. 117–129.
  10. Winterbottom M., Wilkins A. Lighting and discomfort in the classroom. Journal of Environmental Psychology, 2009. Vol. 29, pp. 63–75.

Information About the Authors

Elena V. Ivanova, PhD in Psychology, Associate Professor, Head of the Laboratory of Educational Infrastructures, Institute of System Projects, Moscow City Teachers’ Training University, Moscow, Russia, e-mail: obrazpress@gmail.com

Oksana V. Nesterova, PhD in Psychology, Senior Researcher, Institute of System Projects, Moscow City Teachers’ Training University, Moscow, Russia, e-mail: nesterova_ov@mail.ru

Irina A. Vinogradova, PhD in Psychology, Assistant Professor, Leading Researcher, Institute of System Projects, Moscow City Teachers’ Training University, Moscow, Russia, e-mail: vinogradov.ir@yandex.ru

Metrics

Views

Total: 1435
Previous month: 10
Current month: 0

Downloads

Total: 1011
Previous month: 3
Current month: 1