Designing an Optimal Educational Model to Reduce Vandalistic Behaviors of Elementary School Students using a Fuzzy Logic Approach

Abstract

The present study aims to identify and analyze the factors influencing the reduction of vandalistic behaviors among elementary school students using a meta-synthesis approach. This method enables the extraction of key concepts and categories from multiple studies, thereby facilitating the development of a scientific and practical framework for intervening in students' deviant behaviors. The findings indicate that three main components play a pivotal role in reducing vandalism: (1) strengthening moral awareness and ethical values, (2) developing positive skills and behaviors, and (3) creating a constructive environment and interaction. Structural analysis of the proposed model revealed that all relationships between components were statistically significant, indicating a valid and predictive model for reducing vandalistic behaviors. Mathematical modeling results further showed that "developing positive skills and behaviors" had the greatest impact (41%), followed by "strengthening moral awareness and ethical values" (39%), and "creating a constructive environment and interaction" (19%). The results suggest that emphasizing the development of personal and social skills along with ethical education can be a key factor in managing such behaviors. Moreover, integrating these factors with modern technologies and participatory teaching approaches can lead to effective preventive and corrective programs in educational settings. Compared to previous studies, this research, through the use of data-driven models and fuzzy analysis, offers a more comprehensive and precise perspective on interventions for vandalistic behavior, and can serve as a scientific foundation for educational policy and programming in primary schools.