Psychological Variables Model of Learning Environment with Emphasis on Connectedness, Mental security andPeer-connectedness for Creating a Quality-oriented Space

The purpose of current research was to identify and set a priority for factors and variables of school climate. The method of research was qualitative and quantitative via survey study among 180 volunteer and accessible high- school girl students in Gorgan city(academic year 1397-1398). The sample size determined according to accessible samples and the minimum sample size (100 to 150) which is appropriate for structural equation modeling. Data analysis done by SEM technique via second-order CFA. The composite reliability and the AVE of the main construct (WHITS scale) reported 0.97 and 0.77, respectively. From the results, all the six sub-constructs determined the main construct and there was a priority from the students' perspective for psychological dimensions of learning environment, that is to say, school connectedness (0.94), rule clarity (0.93), affirming diversity (0.90), reporting and seeking help (0.86), peer connectedness (0.85) and teacher support (0.78) determined respectively the "WHITS" scale, the short form of " What's happening in this school? From the students' perspective" for assessing school psychological climate. After setting a priority for factors and variables of "WHITS" scale for assessing school climate, some applicable ways proposed for a quality-oriented space, such as creating group stations for students in different school level and providing spaces for exposing students' cultural diversity.