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

January 12, 2026 updated by: Kaigang Li, Colorado State University

Effects of Active Plant Engagement in Campus and Home Environments on College Student Mental Health and Academic Performance

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

Study Overview

Status

Active, not recruiting

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

87

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • United States
    • Colorado
      • Fort Collins, Colorado, United States, 80523
        • Colorado State University Health and Exercise Science Department

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

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 Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Supportive Care
  • Allocation: Randomized
  • Interventional Model: Factorial Assignment
  • Masking: Single

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
No Intervention: G1 (Comparison)
Experimental: G2 (Campus Plant Care)
Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways)
Behavioral: Active Plant Engagement
Weekly watering, pruning, and soil checks of assigned plants
Other Names:
  • Hands-on Plant Care and Maintenance
Experimental: G3 (Home Plant Care)
Active care for 1-2 plants in personal living spaces (dorm/apartment)
Behavioral: Active Plant Engagement
Weekly watering, pruning, and soil checks of assigned plants
Other Names:
  • Hands-on Plant Care and Maintenance

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in Perceived Stress from Baseline to Week 16
Time Frame: 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.
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
Time Frame: 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.
Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Change in Sleep Quality from Baseline to Week 16
Time Frame: 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.
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
Time Frame: 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.
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
Time Frame: 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.
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
Time Frame: 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.
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
Time Frame: 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.
Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Colorado State University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

August 22, 2025

Primary Completion (Estimated)

December 31, 2026

Study Completion (Estimated)

December 31, 2026

Study Registration Dates

First Submitted

November 4, 2025

First Submitted That Met QC Criteria

November 11, 2025

First Posted (Estimated)

November 13, 2025

Study Record Updates

Last Update Posted (Actual)

January 13, 2026

Last Update Submitted That Met QC Criteria

January 12, 2026

Last Verified

January 1, 2026

More Information

Terms related to this study

Additional Relevant MeSH Terms

Other Study ID Numbers

  • 7068

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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