The Impact of Physical/Natural Spaces on the Mental and Emotional Well-Being of Students According to the Report of Rural Female Teachers

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dc.contributor.authorFuentes-Vilugrón, Gerardo
dc.contributor.authorCaamaño-Navarrete, Felipe
dc.contributor.authorRiquelme-Mella, Enrique
dc.contributor.authorGodoy Rojas, Ingrid
dc.contributor.authorSaavedra-Vallejos, Esteban
dc.contributor.authordel Val Martín, Pablo
dc.contributor.authorMuñoz-Troncoso, Flavio
dc.contributor.authorArriagada-Hernández, Carlos
dc.date.accessioned2025-06-10T18:59:53Z
dc.date.available2025-06-10T18:59:53Z
dc.date.issued2025-03
dc.descriptionIndexación: Scopus.
dc.description.abstractIn rural schools, nature is a space where teachers and students seek to feel states of emotional well-being. Activities carried out in contact with nature could be considered ideal for learning. The objective of the research was to explore the influence of physical/natural spaces on the emotional well-being of schoolchildren as reported by female teachers working in rural and indigenous contexts in the region of La Araucanía, Chile. This research is based on the hermeneutic paradigm with a case study design. The selection of participants was non-probabilistic and intentional, including 15 female teachers working in rural school contexts. The study used a semi-structured interview format, and the data were analyzed using grounded theory. According to the teachers’ discourse, the results generated three categories: (a) culture and diversity, (b) physical/natural spaces, and (c) emotional well-being. These show that natural spaces positively affect learning processes and emotional regulation. The research suggests that encouraging contact with physical/natural spaces can help create classroom climates with lower levels of conflict and tension. This, in turn, leads to higher levels of physical, psychological/mental, social, and spiritual balance, resulting in improved attitudes and motivational processes towards learning by students and teachers in rural and indigenous contexts. © 2025 by the authors.
dc.description.accesoabiertoSI
dc.description.urihttps://www-scopus-com.recursosbiblioteca.unab.cl/record/display.uri?eid=2-s2.0-105001126394&origin=resultslist&sort=plf-f&src=s&sid=91b04ade250e27c55da168458e5e44f0&sot=aff&sdt=cl&cluster=scofreetoread%2C%22all%22%2Ct%2Bscosubtype%2C%22ar%22%2Ct&s=AF-ID%2860002636%29+AND+SUBJAREA%28NEUR%29&sl=34&sessionSearchId=91b04ade250e27c55da168458e5e44f0
dc.identifier.citationPsychiatry International Open Access Volume 6, Issue 1 March 2025 Article number 6
dc.identifier.doi10.3390/psychiatryint6010006
dc.identifier.generoH
dc.identifier.issn26735318
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/65176
dc.language.isoen
dc.publisherMultidisciplinary Digital Publishing Institute (MDPI)
dc.rights.licenseAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectDiversity
dc.subjectEmotional well-being
dc.subjectNatural spaces
dc.subjectPhysical spaces
dc.subjectRural education
dc.titleThe Impact of Physical/Natural Spaces on the Mental and Emotional Well-Being of Students According to the Report of Rural Female Teachers
dc.typeArtículo
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