Developing Components for Encouraging Desirable Behaviors in Educational Spaces to Improve the Quality of Behavioral Bases
Keywords:
Educational space, Behavioral settings, Encouragement, Model, Desirable behaviorAbstract
This study aimed to identify and develop the key components that encourage desirable behaviors in educational spaces to improve the quality of behavioral bases. This qualitative study used a document-based approach. The data corpus consisted of scholarly articles, books, reports, and dissertations related to positive behavioral interventions and educational space design, selected through purposive sampling. Data collection continued until theoretical saturation was reached. The data were analyzed using thematic analysis in NVivo 14, applying open, axial, and selective coding procedures. The analysis identified nine main categories of components: physical, psychological, semantic, motivational, knowledge-based, individual, cultural, social, and emotional. These components encompass strategies such as environmental design, motivational reinforcement, behavioral literacy, personal development, collaborative culture building, social support, and creating feelings of safety, comfort, and pride—all of which can foster desirable behaviors. The findings suggest that improving the quality of behavioral bases requires an integrated, multidimensional approach addressing environmental, psychological, social, cultural, and individual aspects simultaneously. This model can reduce challenging behaviors, enhance positive interactions, and strengthen students’ school connectedness.
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