ارزیابی کیفیت فضای فیزیکی در محیط‌های دانشگاهی: یک پژوهش روش‌های آمیختۀ اکتشافی برای شناسایی و اولویت‌بندی نشانگر‌های ارزیابی در دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه تهران

دوره 23، شماره 160
مهر 1405
صفحه 79-96

نوع مقاله : مقالۀ پژوهشی

نویسندگان

گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران

چکیده
بیان‌مسئله: کیفیت فضای کالبدی دانشگاه در سلامت روان و یادگیری، نقشی انکارناپذیر دارد اما نظام‌های ارزشیابی موجود اغلب بر ابعاد آموزشی تمرکز داشته و از تحلیل ادراک دانشجویان دربارۀ فضای کالبدی غافل مانده‌اند.
هدف پژوهش: هدف پژوهش، شناسایی و اولویت‌بندی عوامل، ملاک‌ها و نشانگرهای کیفیت فضای کالبدی براساس دیدگاه دانشجویان دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه تهران است.
روش پژوهش: این مطالعه با طرح روش‌های آمیختۀ اکتشافی در دو بخش کیفی و کمّی در ۱۴۰۲ تا ۱۴۰۳ انجام شد. در بخش کیفی، ازطریق مصاحبۀ نیمه‌ساختاریافته با ۲۰ دانشجو و با روش تحلیل محتوای کیفی استقرایی، چهارچوبی متشکل از عوامل، ملاک‌ها و نشانگرها استخراج شد. در بخش کمّی، پرسش‌نامه‌ای محقق‌ساخته براساس یافته‌های کیفی که ۳۴۰ دانشجو تکمیل و داده‌ها با استفاده از آزمون فریدمن، اولویت‌بندی شدند.
نتیجه‌گیری: در بخش کیفی، ۹۲ نشانگر در قالب ۱۰ ملاک و دو عامل اصلی (داخلی و خارجی) شناسایی شد. در بخش کمّی، عامل فضای داخلی (میانگین: 97/1) در اولویت بالاتری نسبت به عامل فضای خارجی قرار دارد. در میان ملاک‌ها، طراحی داخلی (میانگین: 87/9) و محیط یادگیری (میانگین: 78/8) مهم‌ترین ملاک‌ها بودند و نشانگرهای آرامش بصری (میانگین: 61/89) و تناسب رنگ‌بندی دیوارها با آرامش و تمرکز (میانگین: 33/89) بالاترین رتبه‌ها را کسب کردند. نتایج پژوهش نشان می‌دهد از دیدگاه دانشجویان، درک کیفیت فضای کالبدی در محیط‌های دانشگاهی علوم رفتاری به تجربۀ ذهنی و احساس روانی افراد از فضا پیوند دارد. این یافته بر اهمیت توجه به ابعاد انسان‌محور و زیباشناختی در طراحی کالبد دانشکده‌های علوم انسانی دلالت دارد، بی‌آنکه لزوماً نشان‌دهندۀ ماهیت نظریِ «سازه‌ای ادراکی- روانی» برای کیفیت فضا باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Assessing Physical Space Quality in Academic Settings: An Exploratory Mixed-Methods Study to Identify and Prioritize Evaluation Indicators for the Faculty of Psychology and Educational Sciences, University of Tehran

نویسندگان English

Zahra Haji Mirza Aghaee Yazdi
Keyvan Salehi
Reza Mohammadi
Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Iran
چکیده English

Problem statement: The quality of the physical space in universities plays an undeniable role in mental health and learning; however, existing evaluation systems often focus on educational dimensions and neglect students’ perceptions.
Research objective: The purpose of this research is to identify and prioritize the factors, criteria, and indicators of physical space quality based on the perspectives of students at the Faculty of Psychology and Education, University of Tehran.
Research method: This study was conducted using an exploratory mixed-methods design in two qualitative and quantitative phases in 2023-2024. In the qualitative phase, a framework consisting of factors, criteria, and indicators was extracted through semi-structured interviews with 20 students using the inductive qualitative content analysis method. In the quantitative phase, a researcher-made questionnaire based on the qualitative findings was completed by 340 students, and the data were prioritized using the Friedman test.
Conclusion: In the qualitative phase, 92 indicators were identified within 10 criteria and 2 main factors (internal and external). In the quantitative phase, the internal space factor (mean: 1.97) was ranked higher in priority than the external space factor. Among the criteria, interior design (mean: 9.87) and the learning environment (mean: 8.78) emerged as the most critical, with the indicators of visual comfort (mean: 89.61) and the suitability of wall colors for relaxation and concentration (mean: 89.33) receiving the highest ratings. The results demonstrated that from the students’ perspective, the perception of physical space quality in academic environments of behavioral sciences is intrinsically linked to individuals’ subjective experiences and psychological feelings toward the space. This finding highlights the importance of incorporating human-centered and aesthetic dimensions into the physical design of humanities faculties, without necessarily implying that spatial quality is merely a theoretical perceptual-psychological construct.

کلیدواژه‌ها English

  • Quality of Physical Space
  • Criteria and Indicators
  • Evaluation
  • Faculty of Psychology and Education
  • University of Tehran.
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