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Volume 11, Issue 43 (9-2023)                   Haft Hesar J Environ Stud 2023, 11(43): 51-70 | Back to browse issues page

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katiraei F N, Razaghi Asl S, Salehsedghpor B. Environmental components affecting the promotion of emotional intelligence and stress management of children at elementary schools from the perspective of experts. Haft Hesar J Environ Stud 2023; 11 (43) :51-70
URL: http://hafthesar.iauh.ac.ir/article-1-1909-en.html
Abstract:   (460 Views)
Introduction: Considering the importance of stress management, which is a pivotal component of emotional intelligence (EQ), the present century has underscored the profound impact it holds on the well-being and psychological health of children. Children, being the most vulnerable demographic in society, necessitate exposure to social interactions during their formative years, a period critical for their mental, physical, and social development. This underscores the need for an environment conducive to children's expression of novel thoughts and abilities. With a substantial portion of their formative years spent at educational institutions, the undeniable influence of environmental factors on their stress levels becomes evident. Consequently, this study aims to identify the most potent environmental determinants that enhance emotional intelligence and stress management skills in children, thereby mitigating stress and enhancing their comfort levels within elementary schools.
Methodology: The methodology employed in this research encompasses a Delphi survey. Following a thorough review of literature and documentary sources, a researcher-designed questionnaire was formulated. This questionnaire delves into the environmental elements impacting the emotional intelligence and stress management of children attending elementary schools. The target population comprises experts and faculty members specializing in architecture and psychology within universities across Iran. Employing the snowball sampling technique, participants were selected, resulting in a sample size of 24 experts after reaching theoretical saturation. Subsequently, utilizing open and axial coding techniques and establishing a goal-content table, a researcher-developed 52-item questionnaire was completed by the experts. Finally, the outcomes were extrapolated through Q-factor analysis, exploring the interplay between the identified components and research variables.
Results: The article presents data analysis encompassing descriptive and inferential statistics. The initial focus is on descriptive findings, including characteristics such as age, gender, field of study, and educational level of the respondents. In the section pertaining to inferential findings, the data collected underwent analysis using the Q factor analysis method facilitated by SPSS software. In pursuit of attaining the intended factor arrangement through varimax factor rotation, the loadings of factors with a more uniform distribution were extracted and regarded as the principal components. Outcomes derived from the Delphi technique identify six core components influencing children's emotional intelligence and stress management: a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment. 
Conclusion: The findings illuminate that, as perceived by experts, a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment collectively contribute to enhancing children's emotional intelligence and stress management capabilities. These mechanisms encompass resilience, a sense of security, adaptability, attractiveness, predictability, and sensory stimulation, respectively. Taking these factors into consideration, it is possible to create an educational environment in which children can address their emotional and social needs and unleash their inherent capacity for growth.
 
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Type of Study: Research |
Received: 2022/07/22 | Accepted: 2022/09/10 | Published: 2023/08/25

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