Determining the relationship of joyful educational environments to learning motivation, educational attachment and lack of attention deficit (case study: the attitudes of elementary school teachers of the city of Isfahan)

The present study was an attempt to determine the relationship of joyful educational environments to learning motivation, educational attachment, and lack of attention deficit. The population comprised all elementary school teachers of the city of Isfahan in the school year 2014–2015. The study was a descriptive-correlational enquiry where 371 participants were randomly selected as sample using multistage cluster random sampling. The tools comprised: (1) the researcher-made questionnaire of joyful educational environments, (2) the researcher-made questionnaire of learning motivation, (3) the researcher-made questionnaire of educational attachment, and (4) the researcher-made questionnaire of lack of attention deficit. Data collection was done through library and field studies. Data were analyzed using Pearson correlation tests and stepwise multiple regression analysis. In general, the findings revealed that there is a significant relationship between joyful educational environment and learning motivation (based on internal and external factors) at P<0.05 level; there is a significant relationship between joyful educational environment and educational attachment (attachment to the teacher, class or school) at P<0.05 level; and there is also a significant relationship between joyful educational environment and lack of attention deficit (before lesson and during lesson) at P<0.05 level.