Exloring The Role of Sociopetality of Educational Environments of Architecture on Students' Learning: a structural Equation Modeling Analysis

Depending on the findings of the freezer, student learning is influenced by several factors. Among the characteristics of the student and teacher personality, the views and methods of assessment, and the classroom environment. Among these factors, the classroom environment has been more focused and has been studied academically for more than half a century. Therefore, the important influence of the environment on all aspects of learning was shown. Quality of social relationships in a learning environment provides the conditions for the activities that are needed to improve learning.In the educational environment, providing students with the ability to interact and communicate can bring their experiences together and increase the exchange of information and knowledge among students. This is due to the aspects of the students' participation in architecture, because the nature of their profession and their training is based on their creative aspects, and part of the learning of these students, including observational learning and the acquisition of experience, is important Is.herefore, it seems that if the community of architecture architecture as its physical attribute can affect the learning process, it can be used as a strategy for designing an educational education environment. Considering the aspects of architecture students' sharing that can be considered as the same factor in architectural learning environments, partial case studies have not been much considered in this article.The role of the architectural learning environment as an effective model for architectural student`s schema and in educating them as future professional architects is important. The nature of architecture education is such that architectural students spend long hours with each other on classroom activities, so social interactions can be considered as one of the effective factors in improving their learning. Sociopetality as a qualitative feature of the environment can increase the possibility of social interactions in the activity spaces.Therefore, in this study, by assuming the effective role of sociopetality in the physical environment of the architectural education on students' learning, factors affecting sociopetality in the educational environment of architecture were examined. For this purpose, these factors were obtained by means of a descriptive-analytic research method after identifying the variables and collecting the views of previous researchers. Then, they were evaluated using the Delphi-Fuzzy method and with the help of expert opinion (architectural professors). The results of this phase divided the factors affecting sociopetality into six factors (physical, architectural, aesthetic meanings, sense of security, semantic-perceptual, functional-activity) and 22 sub-factors.In the second stage, the research hypothesis was tested. The research method used at this stage was a confirmatory factor analysis method one of structural equation modeling that evaluated the views of the architectural students in the colleges of Guilan. The results of the research, while confirming the results of the previous stage, showed a significant relationship between the sociopetality of architectural learning environment on the architectural students' learning. Therefore, it can be concluded that sociopetality as one of the environmental factors affecting architectual students`learning can be considered as a strategy when designing the educational environment of architecture.