The Monthly Scientific Journal of Bagh-e Nazar

Analyzing the Impact of Place Attachment on Social Adaptability in Educational Spaces Based on the Principle of Place Intensification in Seamon’s Theory (Case Study: Girls’ Schools in Urmia)

https://doi.org/10.22034/bagh.2024.423716.5483
Volume 21, Issue 134
August 2024
Pages 55-66
The Monthly Scientific Journal of Bagh-e Nazar

Document Type : Original Research Article

Authors

Furugh Mirzaalipour 1
Razieh Labibzadeh 2
Babak Motiei 3

1 Ph.D. Student, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.

3 Assistant Professor, Department of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.

Abstract
Problem statement: An individual’s social attitude reflects their perspective towards people or the environment within a community. An individual who adapts to changes in their physical, occupational, and social environments is considered environmentally adaptable. In the process of adaptation, individuals achieve a balance among their social activities. Schools, as social environments, enhance social adaptability by increasing a sense of place attachment. The main questions of this research are: What are the components affecting place attachment according to Seamon’s theory, and how does the component of place intensification influence social adaptability?
Research objective: This research aims to conduct a field study on the factors influencing Seamon’s theory and place intensification on place attachment and social adaptability. This study enables researchers to extensively examine the role of factors affecting social adaptability.
Research method: To achieve the objectives, the study initially uses a descriptive-analytical method to extract the components of Seamon’s theory. Then, a semi-experimental design with a pre-test, post-test, and follow-up is conducted on two groups of 45 participants each (observation and control groups). After the sessions, follow-up is carried out using the researcher-developed social adaptability questionnaire.
Conclusion: The theoretical findings of the research include six components of Seamon’s theory: place intensification, place creation, place release, place realization, place identity, and interaction with place. Place intensification is the variable under investigation. The findings indicate that group activities aimed at place intensification, such as forming a hymn group and theater groups, sports teams, group excursions, decorating classrooms and panels with handmade items, cleaning the classroom and yard with student participation, and painting benches significantly enhance students’ social adaptability. Over time, these practices impact students’ personalities, making them more adaptable. Therefore, schools should focus on activities that intensify place attachment to increase interaction and a greater sense of belonging, thereby enhancing social adaptability. In other words, increasing attention to the physical environment and place attachment in schools results in improved social adaptability among students.

Keywords

Place Attachment
Social Adaptability
Educational Space
Girls’ Secondary School
Seamon’s Theory
Place Intensification
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