Examining Effects of Active Plant Engagement on College Student Well-Being and Performance
NCT ID: NCT07228013
Last Updated: 2025-11-13
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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ACTIVE_NOT_RECRUITING
NA
87 participants
INTERVENTIONAL
2025-08-22
2026-12-12
Brief Summary
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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
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Conditions
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Study Design
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RANDOMIZED
FACTORIAL
SUPPORTIVE_CARE
SINGLE
Study Groups
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G1 (Comparison)
No interventions assigned to this group
G2 (Campus Plant Care)
Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways)
Active Plant Engagement
Weekly watering, pruning, and soil checks of assigned plants
G3 (Home Plant Care)
Active care for 1-2 plants in personal living spaces (dorm/apartment)
Active Plant Engagement
Weekly watering, pruning, and soil checks of assigned plants
Interventions
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Active Plant Engagement
Weekly watering, pruning, and soil checks of assigned plants
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* 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
* Severe plant allergies (e.g. to pollen, mold) regardless of the use of non-toxic and non-pollen plants
18 Years
ALL
Yes
Sponsors
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Colorado State University
OTHER
Responsible Party
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Kaigang Li
Associate Professor, Director
Locations
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Colorado State University Health and Exercise Science Department
Fort Collins, Colorado, United States
Countries
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References
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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.
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.
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.
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.
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.
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.
Provided Documents
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Document Type: Informed Consent Form
Related Links
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Bluyssen, PM. (2017). Health, comfort and performance of children in classrooms-new directions for research. Indoor and Built Environment, 26(8), 1040-1050.
Bringslimark, T, Hartig, T, \& Patil, GG. (2007). Psychological benefits of indoor plants in workplaces: Putting experimental results into context. HortScience, 42(3), 581-587.
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.
Kaplan, R, \& Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge university press.
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.
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.
Wilson, EO. (1986). Biophilia. Harvard university press.
Other Identifiers
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7068
Identifier Type: -
Identifier Source: org_study_id