Providing an analytical framework of the influence of color on students' hyperactivity

In this article, we see the connection between architecture and behavioral sciences in the field of mental health. This connection is important in that aspects of the physical environment conform to the behaviors of space users. Improving mental health in learning environments is the most positive thing that can be done in this regard. Paying attention to the effect of color in school classrooms as a space in which students spend many hours and evaluating the effect of color on students' mental health as the future makers of the country who should have a very high level of mental health. Is. The Child Strengths and Weakness Questionnaire (SDQ) was used. This questionnaire was developed by Goodman and is used for ages 3-16. It has five subscales of emotional symptoms, behavioral problems, attention deficit hyperactivity disorder, communication problems with peers, and sociable behaviors (child strengths). It is necessary to say that this research is an interventional type and the approach of this research is "applied" and can be used for Iranian schools in the future.

Since the level of significance for boys is less than the significance level of 0.05, so with 95% confidence we can say that the mean signs of hyperactivity in male students before and after staining are different. But the level of significance for girls is greater than the level of significance of 0.05, so with 95% confidence we can say that the average symptoms of hyperactivity of female students before and after coloring are not different. Symptoms of hyperactivity in male students were effective but did not affect the symptoms of hyperactivity in female students.