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

NCT07228013 | Active Not Recruiting

• 1 other identifier: 7068
• Study Type: interventional
• Target: 87
• Locations: 1 country
• Sites: 1

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:

• Complete four surveys over the course of a 16-week semester
• Water, prune and check the soil of their assigned plants

Conditions

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

Outcome Measures

Primary Outcomes (2)

• 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

Secondary Outcomes (5)

• 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

Study Arms (3)

G1 (Comparison)

NO INTERVENTION

G2 (Campus Plant Care)

EXPERIMENTAL

Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways)

Behavioral: Active Plant Engagement

G3 (Home Plant Care)

EXPERIMENTAL

Active care for 1-2 plants in personal living spaces (dorm/apartment)

Behavioral: Active Plant Engagement

Interventions

Active Plant Engagement BEHAVIORAL

Weekly watering, pruning, and soil checks of assigned plants

Also known as: Hands-on Plant Care and Maintenance

G2 (Campus Plant Care); G3 (Home Plant Care)

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• Colorado State University: lead

Study Sites (1)

Colorado State University Health and Exercise Science Department

Fort Collins, Colorado, 80523, United States

Location

Related Publications (6)

• 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.

  PMID: 32932004 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.

  PMID: 8871414 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.

  PMID: 22385839 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.

  PMID: 36966352 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.

  PMID: 23260171 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.

  PMID: 25462401 BACKGROUND

Related Links

• 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.

MeSH Terms

Conditions

Anxiety Disorders; Sleep Initiation and Maintenance Disorders

Interventions

Maintenance

Condition Hierarchy (Ancestors)

Mental Disorders; Sleep Disorders, Intrinsic; Dyssomnias; Sleep Wake Disorders; Nervous System Diseases

Intervention Hierarchy (Ancestors)

Health Care Facilities Workforce and Services

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor, Director

Study Record Dates

• First Submitted: November 4, 2025
• First Posted: November 13, 2025
• Study Start: August 22, 2025
• Primary Completion (Estimated): December 31, 2026
• Study Completion (Estimated): December 31, 2026
• Last Updated: January 13, 2026

Record last verified: 2026-01

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)