The Effect of Gardening Activities on Peer Interaction, Stress Levels, and Nature Engagement Behaviors in University Students
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 100
- 主要终点
- Change in Perceived Stress and Coping Self-Efficacy
研究概览
简要总结
This study is a quasi-experimental research project with a pretest-posttest control group design, structured to determine the effect of organized gardening activities on peer interaction, stress levels, and nature engagement behaviors among university students.The population of the research consists of students from the Vocational School of Health Services (VSHS) at Bingol University. The sample size, determined via G*Power analysis (including a 20% anticipated drop-out rate), comprises a total of 100 volunteer students, divided into an intervention group (n = 50) and a control group (n = 50).The intervention group will participate in a structured program held twice weekly for 1 month (totaling 8 sessions, 60-90 minutes each) in the VSHS garden, encompassing soil preparation, paired seedling planting, group-oriented maintenance, and landscaping activities. The control group will maintain their routine campus life.Data will be collected using a Personal Information Form, the Perceived Self-Efficacy Scale (Coping with Stress), the University Life Scale (Peer Relations Subscale), and the Connectedness to Nature Scale. The data will be evaluated through homogeneity tests and parametric/non-parametric comparative analyses (t-tests, Wilcoxon, Mann-Whitney U).Contingency plans (Plan B)-such as indoor potted plant/terrarium workshops and buffer sample recruitment-are established to address adverse weather conditions, sample attrition, and seasonal risks.
详细描述
Study Population
Study Population:
The study population consists of all actively enrolled students at Bingöl University Vocational School of Health Services (VSHS), Türkiye.
Sampling Method Participants will be recruited through voluntary announcements among eligible students. Sample size will be calculated using G*Power version 3.1.9.7, based on previous campus-based horticultural intervention studies (Gigliotti et al., 2019), assuming a medium effect size (Cohen's d = 0.50), a significance level of 0.05, and 80% statistical power. Considering an anticipated dropout rate of approximately 20%, at least 100 students will be included (Intervention group = 50; Control group = 50).
Inclusion Criteria:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
盲法说明
No masking was implemented in this study due to the nature of the behavioral intervention (open-label design).
入排标准
- 年龄范围
- 18 Months 至 25 Months（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Being an active undergraduate student at Bingol University Vocational School of Health Services (VSHS)
- •Being between 18 and 25 years of age
- •Providing written informed consent to participate in the study
- •Having no physical disability or chronic illness preventing outdoor physical activity
- •Having no known pollen or soil allergies
排除标准
- •Absence from more than 25% of the sessions (missing more than 2 sessions) during the intervention
- •Initiating a new professional psychiatric or psychological treatment process during the study period
研究组 & 干预措施
Intervention Group: Gardening Activities
Participants in the intervention group will participate in a structured campus-based gardening program conducted over a period of 1 month, consisting of 2 sessions per week (a total of 8 sessions, lasting 60-90 minutes each). Activities include soil preparation, paired seedling planting, group-oriented maintenance, and campus landscaping tasks in the Vocational School of Health Services garden
干预措施: Campus-Based Gardening Program (Behavioral)
Control Group: Routine Campus Life
Participants in the control group will receive no active gardening intervention and will maintain their standard academic and campus routines throughout the 1-month study period. Baseline and post-intervention evaluations will be conducted concurrently with the intervention group.
结局指标
主要结局
Change in Perceived Stress and Coping Self-Efficacy
时间窗: Baseline (Pretest) and Immediately Post-Intervention at Week 4 (Posttest)
Evaluated using the Perceived Self-Efficacy Scale (Coping with Stress). Higher scores indicate greater self-efficacy in coping with stress. Changes from baseline to post-intervention at 4 weeks will be assessed
次要结局
- Change in Peer Interaction and Social Adjustment(Baseline (Pretest) and Immediately Post-Intervention at Week 4 (Posttest))
研究者
Mahmut Coban
Assistant Professor, PhD
Bingol University