Effects of Active Plant Engagement in Campus and Home Environments on College Student Mental Health and Academic Performance
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 87
- 试验地点
- 1
- 主要终点
- Change in Perceived Stress from Baseline to Week 16
研究概览
简要总结
The goal of this feasibility study is to determine if active engagement with plants (e.g. care, maintenance) improves mental health and academic performance in college students. The main questions it aims to answer are:
- Does active engagement with plants result in improvements in academic motivation and study habits?
- Does active engagement with plants result in reductions in stress and improvements in mood?
Researchers will compare two interventions groups (campus plant engagement group and home plant engagement group) to the comparison group (no plant engagement or passive exposure) to clarify the practical and potential benefits of active plant care for college students.
Participants will:
- Complete four surveys over the course of a 16-week semester
- Water, prune and check the soil of their assigned plants
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Factorial
- 主要目的
- Supportive Care
- 盲法
- Single (Investigator)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Enrolled in in-person HES courses during the study semester
- •Not currently growing/caring for plants
- •Willing to comply with assigned intervention
- •Able to complete surveys in English
- •Available for 16-week duration
排除标准
- •Current enrollment in other intervention studies targeting mental health/academic performance
- •Severe plant allergies (e.g. to pollen, mold) regardless of the use of non-toxic and non-pollen plants
研究组 & 干预措施
G1 (Comparison)
G2 (Campus Plant Care)
Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways)
干预措施: Active Plant Engagement (Behavioral)
G3 (Home Plant Care)
Active care for 1-2 plants in personal living spaces (dorm/apartment)
干预措施: Active Plant Engagement (Behavioral)
结局指标
主要结局
Change in Perceived Stress from Baseline to Week 16
时间窗: Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey
The Perceived Stress Scale (PSS) is a validated, widely used measure of stress with clinical relevance in student populations. A significant reduction in Perceived Stress Scale scores would demonstrate a therapeutic effect of the intervention. Scores range from 0-40. Scores ranging from 0-13 would be considered low stress. Scores ranging from 14-26 would be considered moderate stress. Scores ranging from 27-40 would be considered high perceived stress.
Change in Negative Affect from Baseline to Week 16
时间窗: Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey
The Negative Affect subscale of the Positive and Negative Affect Schedule captures symptoms of anxiety and distress, aligning with the study's focus on mental health. It complements the Perceived Stress Scale by measuring emotional states. Scores of the scale range from 10-50 with higher scores representing higher levels of negative affect.
次要结局
- Change in Sleep Quality from Baseline to Week 16(Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey)
- Change in Perceived Anxiety from Baseline to Week 16(Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey)
- Change in Perceived Mood Disturbance from Baseline to Week 16(Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey)
- Change in Academic Performance from Baseline to Week 16(Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey)
- Change in Connectedness to Nature from Baseline to Week 16(Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey)
研究者
Kaigang Li
Associate Professor, Director
Colorado State University