Purpose: Social stress is a psychological and biological pressure that stems from one's relationship with others in social environments, which has become the most serious humanitarian issue today. Learning environments are one of the most important environments for reducing or increasing social stress and concentration. This study aims to investigate the effect of classroom wall color on students' stress and concentration in four common types of classrooms.Design/methodology/approach: This research is a survey of 275 university students with an age range of 20–24. The methodology is a combination of quantitative and qualitative research. Data analysis was performed by multiple variance analysis and the internal reliability of the questionnaire was calculated based on Cronbach's alpha.Findings: Results show that classroom wall color has a significant effect on student stress and concentration. In class type one, wall color had an effect of 10.4% on stress and concentration; in the second type, this variable had an effect of 8.8%, also in the third type it had an effect of 7.3% and 8.8% in the fourth type.Originality/value: It can be concluded that wall color has an effective role in understanding the level of stress and concentration of users in the classrooms, and considering this factor in designing classrooms improves students' behavior and the quality of education in learning environments.

This research aims at evaluating the effectiveness of training life skills on children's social adjustment in 4th grade of elementary school. The target population for this study was chosen randomly and both experimental and control groups consisted of 20 participants who had been matched on the basis of age and intensity of social adjustment. Social adjustment was assessed by Tahmasian peer rejection test and Mattson social skills test. Results from statistical methods; analysis of covariance, block analysis of variance, and t-student showed that training life skills to children promote their social adjustment

Nowadays, due to natural erosion and urban development, Qajar religious schools in Tehran have undergone adverse physical changes. Moreover, the semantic and intangible values of them have faded over time, such that their position in society has declined. The religious schools need the conservation and revitalization of their values. Various research has been conducted on the philosophy of education, and the spatial evolution history of Tehran’s religious schools. However, since no study has been carried out on the value revitalization of them, the present study, as an exploratory and novel study, mainly aims to experimentally investigate experts’ views to revitalize the value of Qajar religious schools in Tehran. Delphi research method and Q-type factor analysis were used to identify and classify experts’ views, respectively. Participants were selected through the purposive non-probability sampling technique. The sample size was selected to be 25, which was confirmed according to the Kaiser–Meyer–Olkin test used for sampling adequacy. To collect data from experts, a questionnaire was used in three rounds based on the Delphi method. Data obtained from the questionnaires were analyzed using the Q method. Based on the obtained results, up to 73.267% of factors affecting the value revitalization of Qajar religious schools in Tehran were identified and interpreted with certainty based on interviews with the experts. The experts were divided into eight groups or factors based on their views, and seven of which introduced common variables and concepts, named based on their constituent variables. Based on the value of the coefficient of variation, the identified effective factors included climatic architecture (20.51%), resilient architecture (13.45%), spiritual architecture (8.98%), environmental aesthetics (8.12%), educational architecture (6.87%), structural architecture (6.450%), and site visiting (4.566%). It was concluded that in the value revitalization of the religious schools, paying serious attention to these seven effective factors underlies the conservation process.

Religious schools are institutions for teaching Islamic sciences. Nowadays, many religious schools in Tehran, which were built during the Qajar period, have been destroyed due to natural erosion and urban expansion. Since there is no comprehensive research on the conservation and revitalization of these schools, the present study aims to model the value revitalization of Qajar religious schools in Tehran. The present research is a mixed-methods study (a qualitative-quantitative study using a simulation). The data required are collected using a questionnaire. The statistical population includes school teachers who complete the structured questionnaire after visiting the schools through a virtual tour. The teachers are selected using a random sampling technique and the sample size (number of participated teachers) is 948. The sampling adequacy is confirmed with the KMO test. The reliability and validity of the questionnaire are also verified by Cronbach's alpha and the model fit index, respectively. The data are analyzed by modeling and path analysis in SPSS and AMOS software. Research results show that architectural phenomena (i.e., independent variable), through value conservation (i.e., mediator variable), have the most significant effect on the value revitalization (i.e., dependent variable) of Qajar religious schools in Tehran. Also, the path analysis shows three essential relations with a large effect size in the model: (1) The conservation of compound values influenced by social interactions in the building revitalizes the semi-tangible aesthetic factor of the building; (2) The conservation of physical values influenced by the building structure revitalizes the tangible aesthetic factor of the building; and (3) The conservation of semantic values influenced by the moral values of the building revitalizes the intangible aesthetic and educational factors of the building. In value revitalization, two basic aesthetic and educational factors play the most important role because they do not influence any other variable while all variables influence them.

In the design process of open spaces within residential apartments, little attention is paid to children and their attitude to the environment is often ignored. Children, especially those who live in high-rise apartments, were found to have less connection with nature. Children supposedly need to engage in physical activities within outdoor areas, but urban planners, with the approval of managers or parents, must adequately design the open space for children. This paper initially reviews different research in this area. It consequently attempts to evaluate parental satisfaction regarding children's connectivity to open spaces as a dependent variable, and their preferences and perception of safety as independent variables. The research method is based on a questionnaire survey addressed to 261 parents and adults, in two localities in Tehran, Iran. The result of this research shows that parental attitude to open space has an effect on children's outdoor activities. Moreover, parents with young children express lower satisfaction to open spaces than those adults without young children. Families with children need open spaces in residential high-rise apartments for their siblings’ physical activities, and the designers should consider such an important need.