In Pursuit of Sustainable Well-Being: Articulating Place Attachment Through Multi-Sensory Spatial Qualities in Campus Environments

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dc.contributor.authorSimsek, Okan
dc.contributor.authorKara, Ecem
dc.date.accessioned2026-02-27T07:33:35Z
dc.date.available2026-02-27T07:33:35Z
dc.date.issued2026
dc.description.abstractPlace attachment refers to the meaningful ties between individuals and their environments. In educational settings, multi-sensory spatial qualities enhance spatial experience and support long-term well-being. Yet, the relationship between place attachment and spatial qualities has not been sufficiently articulated from a sustainability perspective. This study investigates the associations between sensory spatial qualities and place attachment in educational settings. Accordingly, the study aims to achieve the following: (1) determine students' place attachment scores, (2) assess multi-sensory spatial qualities in educational spaces, and (3) examine their relationship to support sustainable well-being. The empirical phase employs synchronic methodology conducted with 70 architecture students in the educational spaces of the Department of Architecture at ATU. Place attachment scores were measured via the Place Attachment to University Scale, and sensory spatial qualities were recorded on-site. The relationship is analyzed through Spearman's correlation, linear regression, and hierarchical regression analyses. Spearman's correlation indicates significant associations between place attachment and thermal (r = 0.312; p = 0.0086) and visual (r = -0.297; p = 0.0124) qualities. Multiple linear regression shows that thermal (beta = 0.466; p = 0.001) and visual qualities (beta = -0.0016; p < 0.001) are associated with place attachment. Hierarchical regression reveals that adding multi-sensory spatial variables results in a significant increase in explained variance (Delta R-2 = 0.118; p < 0.001) beyond exposure-related factors (R-2 = 0.685). These findings demonstrate the contribution of multi-sensory spatial quality to sustainable well-being and its alignment with sustainability-oriented educational environments.
dc.identifier.doi10.3390/su18021008
dc.identifier.issn2071-1050
dc.identifier.issue2
dc.identifier.urihttp://dx.doi.org/10.3390/su18021008
dc.identifier.urihttps://hdl.handle.net/20.500.14669/4645
dc.identifier.volume18
dc.identifier.wosWOS:001672683500001
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherMDPI
dc.relation.ispartofSustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20260302
dc.subjectoccupant well-being
dc.subjectsustainability
dc.subjectindoor environmental factors
dc.subjectoccupant perception
dc.subjectenvironmental psychology
dc.subjectsustainability development goals
dc.subjectarchitectural design
dc.subjecteducational setting design
dc.subjectthermal
dc.subjectvisual and acoustic sensory qualities
dc.subjectmulti-sensory comfort
dc.titleIn Pursuit of Sustainable Well-Being: Articulating Place Attachment Through Multi-Sensory Spatial Qualities in Campus Environments
dc.typeArticle

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