Purpose

The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and school design on the behavior of students in elementary schools.

Design/methodology/approach

A questionnaire was designed to evaluate the components of the model. Experts with significant experiences in the field of students’ behavior revised the surveys. Data were collected from 400 teachers of the elementary schools in Iran. The SMART-PLS 3.2 and SPSS 22 software package were used in the field of questionnaires’ statistical analysis.

Findings

Findings confirmed the suggested model’s validity for elementary students’ behavior assessment. The consequences of this research illustrated the effect of environmental psychology on the behavior of elementary students. In addition, the authors were concluded that intention to e-learning has a significant role in developing the action and behavior of the elementary students. Moreover, the learning style has an affirmative and considerable impact on the behavior of elementary students. Finally, school design has an affirmative and significant effect on the manner of the elementary students.

Practical implications

The consequences of this research have provided some traces about the basic perspectives, which have to be in the center of attention of administrators. For instance, school design and learning style sound to be a decisive mechanism for improving action and learning behavior. In addition, educational leaders may use the findings to evaluate their school facilities and define where developments will have the most significant impact or planners may use the results to assist architects in the design and construction of new educational services.

Originality/value

This study builds a valuable contribution by focusing on pupil environmental psychology, e-learning, learning style and school design in elementary schools by enlightening the connection between them and students’ manner.

中文翻译：

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评估环境心理学，电子学习，学习方式和学校设计对小学生行为影响的新模型

目的

本文旨在研究有关小学生待遇的文献，并考察环境心理学，电子学习，学习方式和学校设计对小学生行为的作用。

设计/方法/方法

设计了调查表以评估模型的组成部分。在学生行为领域具有丰富经验的专家对调查进行了修订。数据是从伊朗400所小学的教师那里收集的。SMART-PLS 3.2和SPSS 22软件包用于问卷的统计分析领域。

发现

研究结果证实了该模型对小学生行为评估的有效性。这项研究的结果说明了环境心理学对小学生行为的影响。此外，作者得出的结论是，电子学习的意图在发展小学生的行为和行为方面具有重要作用。而且，学习方式对小学生的行为有积极的影响。最后，学校设计对小学生的举止有肯定和重要的影响。

实际影响

这项研究的结果提供了一些有关基本观点的痕迹，这些痕迹必须成为管理员注意的中心。例如，学校的设计和学习风格听起来是改善行动和学习行为的决定性机制。此外，教育领导者可以使用调查结果来评估他们的学校设施，并确定发展将在哪些方面产生最大的影响，或者计划者可以使用结果来帮助建筑师设计和构建新的教育服务。

创意/价值

通过关注小学学生的环境心理学，电子学习，学习风格和学校设计，本研究通过启发学生与学生的方式之间的联系，从而做出了宝贵的贡献。