بررسي تاثير رنگ كلاس درس بر سلامت روان دانش آموزان

Investigating the effect of classroom color on Students' mental health

سلسله مراتبي پنهان ميان محيط هاي كالبدي، روان شناختي و رفتاري موجود است، اين تسلسل برآمده از تكميل نيازهاي انساني است كه هرچه تكامل مييابد سبب ميشود سلامت روان فرد و جامعه بيشتر تضمين گردد. اهميت اين موضوع در اين امر مستتر است كه فضاهايي كه داراي شرايط مناسب و مطلوب براي رشد فيزيكي، ذهني و عاطفي كودكان است، باعث رشد جسمي و ذهني بيشتر و بهتر دانش آموزان مي گردد. مدارس ابتدايي از مهم ترين مكان هايي هستند كه كودكان در آن ها تاثير پذيرفته و براي ورود به جامعه آماده مي شوند. اين مطالعه از نوع مداخلهاي است. وضعيت سلامت روان دانش آموزان قبل از رنگ آميزي از طريق پرسشنامه استاندارد SDQ اندازه گيري شده است. اين پرسشنامه داراي پنج خرده مقياس نشانه هاي هيجاني، مشكلات سلوك، بيش فعالي_كمبود توجه، مشكلات ارتباطي با همسالان و رفتارهاي جامعه پسند است.كلاس هاي درس كاملا شبيه هم، به 5 رنگ آبي، زرد، سبز، صورتي و سفيد رنگ آميزي شده است. در پايان سال يعني حدود شش ماه بعد دوباره وضعيت سلامت روان دانش آموزان كلاس هاي اول و دوم دبستان هاي مهر و معرفت (پسرانه و دخترانه) كرمان از طريق همان پرسشنامه اندازه گيري شده و از مقايسه جواب هاي پس آزمون با جواب هاي پيش آزمون نتايج ذيل حاصل گرديده است. رنگ هاي، آبي، سبز، صورتي، زرد و سفيد به ترتيب بر سلامت.

There is a hidden hierarchy connecting the physical, psychological, and behavioral environments. This hierarchy arises from the complete satisfaction of human needs, and the evolution of this hierarchy further guarantees the mental health of the individuals and society. This conceptchr('39')s importance lies in the fact that spaces with suitable and optimal conditions for the physical, mental, and emotional growth of children improve the physical and mental growth of the students. Primary schools are among the most important places where children are influenced and prepared to enter society and more complicated environments. This study is an interventional study. Studentschr('39') mental health is measured before coloring using the standard SDQ questionnaire (which is designed for assessing the studentschr('39') strengths and weaknesses; the parents form consists of 25 questions, and it has high validity and reliability). Goodman devised this questionnaire for respondents between the ages of 3 and 16 years. It comprises five subscales, namely emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosaically behavior. Methods The classrooms are classified into the following five color classes in an entirely similar fashion: blue, yellow, green, pink, and white. At the end of the academic year, i.e., about six months later, the mental health of the first and second-grade students in Mehr and Marefat primary schools (boys and girls schools) in Kerman was measured using the same SDQ questionnaire. The comparison of the posttest and pretest responses provided the following results. Results The colors were ranked about their impacts on the studentschr('39') mental health using the TOPSIS technique. Based on the resulting Ci values, the following conclusions are drawn: colors blue, green, pink, yellow, and white have the highest impact in the order mentioned on the mental health of the students in Mehr and Marefat primary schools in Kerman. In other words, blue has the highest impact while white has the lowest impact on studentschr('39') mental health. The colors were then ranked concerning their impact on the female studentschr('39') mental health using TOPSIS technique. The following conclusions are also reached based on the resulting Ci values: colors green, blue, pink, yellow, and white have the highest impact on the mental health of the students in the Marefat primary school (girls) in Kerman in the order mentioned. In other words, green has the highest impact while white has the lowest impact on girlschr('39') mental health. Finally, the colors were ranked concerning their impact on the mental health of the male. Students using TOPSIS technique and the following conclusions are drawn based on the resulting Ci values: colors blue, green, pink, white, and yellow have the highest impact on the mental health of the students in the Mehr primary school (boys) in Kerman in the order mentioned. In other words, blue has the highest impact while yellow has the lowest impact on the boyschr('39') mental health. Conclusion Studentschr('39') mental health was examined for dimensions (emotional symptoms, behavioral problems, hyperactivity symptoms, peer problems, and desirable social behaviors), and different results were obtained.