Examining Effects of Active Plant Engagement on College Student Well-Being and Performance

Not Applicable

Active, not recruiting

• Conditions: Perceived Stress; State Anxiety; Intrinsic Goal Orientation; Study Habits; Mood; Sleep Quality; Connectedness to Nature; Extrinsic Goal Orientation

• Registration Number: NCT07228013
• Lead Sponsor: Colorado State University

Brief Summary

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:

1. Does active engagement with plants result in improvements in academic motivation and study habits?

2. 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

Detailed Description

Not available

Study Timeline

• Study Start: 2025-08-22
• Status Verified: 2025-11
• Study First Submitted: 2025-11-04
• Study First Submitted QC: 2025-11-11
• Last Update Submitted: 2025-11-11
• Study First Posted: 2025-11-13
• Last Update Posted: 2025-11-13
• Primary Completion: 2025-12-12
• Study Completion: 2026-12-12

Recruitment & Eligibility

• Status: ACTIVE_NOT_RECRUITING
• Sex: All
• Target Recruitment: 87

Inclusion Criteria

• 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

Exclusion Criteria

• 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

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: FACTORIAL

Primary Outcome Measures

Name	Time	Method
Change in Perceived Stress 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	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	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.

Secondary Outcome Measures

Name	Time	Method
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	Assess effects on health behaviors and compare outcomes between communal (campus) vs. personal (home) plant-care environments. Using a single-item self-reported scale to measure sleep quality. Scores range from 0-10. Zero represents 0 hours of quality sleep per night per week and 10 represents 10 hours of quality sleep per night per week. Higher scores indicate better quality of sleep.
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	Assess effects on mental health and well-being using the State Trait Anxiety Inventory to assess acute anxiety reduction. Scores range from 20-80. Scores ranging from 20-37 would be considered low anxiety. Scores from 38-44 would be considered moderate anxiety. Scores from 45-80 would be considered high anxiety.
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	Assess effects on mental health and well-being using the Profile of Moods States scale to assess improvements in tension, depression, and vigor. Scores range from -32 to 200 with higher scores representing a greater degree of overall mood disturbance.
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	Test translational academic performance benefits using self-reported adherence to productive behaviors and the Intrinsic Goal Orientation subscale of the Motivated Strategies of Learning Questionnaire. Scores range from 1-7 with higher scores representing stronger intrinsic goal orientation.
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	Assess effects on health behaviors and compare outcomes between communal (campus) vs. personal (home) plant-care environments. Using a single-item self-reported scale to measure connectedness to nature. 1 represents feelings of no connectedness to nature and 7 represents feelings of high connectedness to nature. Higher scores indicate feelings of a close relationship with nature.

Trial Locations

Locations (1)

Colorado State University Health and Exercise Science Department; 🇺🇸 Fort Collins, Colorado, United States