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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:
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:
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| G1 (Comparison) | No Intervention | ||
| G2 (Campus Plant Care) | Experimental | Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways) |
|
| G3 (Home Plant Care) | Experimental | Active care for 1-2 plants in personal living spaces (dorm/apartment) |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Active Plant Engagement | Behavioral | Weekly watering, pruning, and soil checks of assigned plants |
|
| Measure | Description | Time Frame |
|---|---|---|
| Change in Perceived Stress from Baseline to Week 16 | 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. | Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey |
| Change in Negative Affect from Baseline to Week 16 | 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. | Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Sleep Quality from Baseline to Week 16 | 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. |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Colorado State University Health and Exercise Science Department | Fort Collins | Colorado | 80523 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 32932004 | Background | van den Bogerd N, Coosje Dijkstra S, Koole SL, Seidell JC, de Vries R, Maas J. Nature in the indoor and outdoor study environment and secondary and tertiary education students' well-being, academic outcomes, and possible mediating pathways: A systematic review with recommendations for science and practice. Health Place. 2020 Nov;66:102403. doi: 10.1016/j.healthplace.2020.102403. Epub 2020 Sep 12. | |
| 8871414 |
| Label | URL |
|---|---|
| Bluyssen, PM. (2017). Health, comfort and performance of children in classrooms-new directions for research. Indoor and Built Environment, 26(8), 1040-1050. | View source |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| ICF | No | No | Yes | Informed Consent Form | Jul 30, 2025 | Nov 3, 2025 |
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| 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 | 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. | 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 | 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. | 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 | 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. | 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 | 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. | Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey |
| Background |
| Jacobson NS, Dobson KS, Truax PA, Addis ME, Koerner K, Gollan JK, Gortner E, Prince SE. A component analysis of cognitive-behavioral treatment for depression. J Consult Clin Psychol. 1996 Apr;64(2):295-304. doi: 10.1037//0022-006x.64.2.295. |
| 22385839 | Background | Deci EL, Ryan RM. Self-determination theory in health care and its relations to motivational interviewing: a few comments. Int J Behav Nutr Phys Act. 2012 Mar 2;9:24. doi: 10.1186/1479-5868-9-24. |
| 36966352 | Background | Nuss K, Moore K, Marchant T, Courtney JB, Edwards K, Sharp JL, Nelson TL, Li K. The combined effect of motivational interviewing and wearable fitness trackers on motivation and physical activity in inactive adults: A randomized controlled trial. J Sports Sci. 2023 Jan;41(1):45-55. doi: 10.1080/02640414.2023.2195228. Epub 2023 Mar 25. |
| 23260171 | Background | Ibrahim AK, Kelly SJ, Adams CE, Glazebrook C. A systematic review of studies of depression prevalence in university students. J Psychiatr Res. 2013 Mar;47(3):391-400. doi: 10.1016/j.jpsychires.2012.11.015. Epub 2012 Dec 20. |
| 25462401 | Background | Beiter R, Nash R, McCrady M, Rhoades D, Linscomb M, Clarahan M, Sammut S. The prevalence and correlates of depression, anxiety, and stress in a sample of college students. J Affect Disord. 2015 Mar 1;173:90-6. doi: 10.1016/j.jad.2014.10.054. Epub 2014 Nov 8. |
| Bringslimark, T, Hartig, T, \& Patil, GG. (2007). Psychological benefits of indoor plants in workplaces: Putting experimental results into context. HortScience, 42(3), 581-587. | View source |
| Doxey, JS, Waliczek, TM, \& Zajicek, JM. (2009). The impact of interior plants in university classrooms on student course performance and on student perceptions of the course and instructor. HortScience, 44(2), 384-391. | View source |
| Kaplan, R, \& Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge university press. | View source |
| Park, S-Y, Song, J-S, Kim, H-D, Yamane, K, \& Son, K-C. (2008). Effects of interior plantscapes on indoor environments and stress level of high school students. Journal of the Japanese Society for Horticultural Science, 77(4), 447-454. | View source |
| van den Bogerd, N, Dijkstra, SC, Koole, SL, Seidell, JC, \& Maas, J. (2021). Greening the room: A quasi-experimental study on the presence of potted plants in study rooms. Journal of Environmental Psychology, 73, 101557. | View source |
| Wilson, EO. (1986). Biophilia. Harvard university press. | View source |
| ICF_000.pdf |
| ID | Term |
|---|---|
| D001008 | Anxiety Disorders |
| D007319 | Sleep Initiation and Maintenance Disorders |
| ID | Term |
|---|---|
| D001523 | Mental Disorders |
| D020919 | Sleep Disorders, Intrinsic |
| D020920 | Dyssomnias |
| D012893 | Sleep Wake Disorders |
| D009422 | Nervous System Diseases |
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| ID | Term |
|---|---|
| D008283 | Maintenance |
| ID | Term |
|---|---|
| D005159 | Health Care Facilities Workforce and Services |
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