The role of architectural characteristics of environment and attachment to educational place in predicting social adjustment of students

The aim of the present study was to investigate the role of architectural characteristics of environment and attachment to educational place in social adjustment of Ardabil’s public school students in the academic year of 1395-1396. The research method was descriptive-correlation and its sample implicates 285 secondary school students in Ardebil (147 males, 138 females) who were selected using stratified random sampling method. They responded to Bell's social adjustment questionnaire (1961), attachment to Safarinia (2011) and researcher-made questionnaire of architectural characteristics of environment. Data were analyzed utilizing Pearson correlation coefficient and multiple regressions. The results showed that there was a positive meaningful correlation between the attachment components to the location and the architectural characteristics of environment with students' compatibility (p <0.01). The results of stepwise regression show that environmental attractions, Behavioral-emotional attachment and psychological security, respectively, played the most influential role in predicting social adjustment of students, as they explained 16% of the social adjustment variance of students. Therefore, it is concluded that however the social compatibility of students is being payed much more attention, student’s social adjustment will increase as well.