A Meta-analysis of the Effectiveness of Psychological Interventions in The Functional Role of Schools’ Green Space in Predicting Academic Performance and Behavioral Disorders in Primary School Students

The present research aims to study the functional effects of green space in educational environments and its impact on primary schoolchildren's academic performance and behavior. A correlation-descriptive method has been used, and the statistical population consisted of all schools in District 2 in the city of Ardabil in the school year of 2018-2019 and the students studying in them, 291 of whom were selected using Morgan’s table. The required data were collected using the Fam and Taylor academic performance questionnaire, The Rutter Children Behaviour Questionnaire for Teachers and the researcher-made questionnaire for green space functions and analyzed by means of the Pearson correlation coefficient and multiple regression analysis. A significant relation was seen to exist between the functions of green space and academic performance and behavioral disorders in primary school students. As indicated by the findings obtained by regression, according to the beta coefficients, green space functions predict 0.08 of behavioral disorders and 0.45 of academic performance. The existence of green space is therefore effective in students’ academic performance and behavior. It is recommended that green space be increased both in quantity and quality in both interior and exterior sections of educational environments so as to improve the educational-mental quality of students.