International Journal of

Orientation of classrooms is an important challenge in architectural design of a school. However, there is a lack of appropriate knowledge about influence of orientation on students’ perception of daylighting in classrooms. This paper presents a questionnaire survey that was conducted to compare students’ perception and satisfaction with daylighting in classrooms of a high school in Tabriz, Iran. Statistical analysis of responses was done to identify daylight factor and their relationships with satisfaction with daylighting in northern and southern classrooms. In southern classrooms, satisfaction with daylighting had significantly negative and positive correlation with perception of reflected and direct glare, respectively. In northern classrooms, perception of unified daylight and control of sunlight overheating by operable windows had significantly strong and positive correlation with satisfaction with daylighting, respectively. The students’ seating location had significant influence on satisfaction with daylighting and perception of direct glare in southern classrooms. In northern classrooms, students’ seating location caused different perception of reflected glare. The results showed that orientation did not lead to significant difference between satisfactions with daylighting in northern and southern classrooms. Although, in southern classrooms, the mean votes of satisfaction with daylighting was higher than northern classrooms.

The key issue in the design of today’s living spaces is the cognitive and socio psychological gap towards individual and social needs of today's human. Place attachment as a quality of urban space has a kind of product-oriented output and requires careful attention to the stages and process of attachment. In the analysis of this process, familiarity with cognitive structures and novel research methods in the field of cognitive psychology, provide designers with valuable information. The main aim of this study is to investigate the role of cognitive psychology approach in the process-oriented study of place attachment. The research tries to address the issue that "how does the process-oriented model is realized in place attachment with an approach of cognitive psychology?". Research is a combination of qualitative (interview) and quantitative (questionnaire) methods. In order to determine the appropriate number of participants, first a pretest was performed as a pilot study on 40 residents of the neighborhood and after the estimation of variance for the initial sample (S2 ) at the confidence level of 95%, the number of the sample was increased to 297. The findings of this study suggest that the most influential criterion on the attachment of residents, is the affect (0.97) dimension; Behavior (0.86) is the second and cognition (0.74) is the third one identified in terms of process dimensions. This research introduces influential criteria in the promotion of affective, cognitive, and behavioral dimensions of the place attachment process and also investigates the effectiveness degree of each dimension.