Perceived StressNCT07228013
Examining Effects of Active Plant Engagement on College Student Well-Being and Performance
A study testing Active Plant Engagement in people with Perceived Stress and State Anxiety, run by Colorado State University at 1 site in United States.
Trial 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: 1. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Perceived Stress, State Anxiety, Intrinsic Goal Orientation
- What is being tested?
- Active Plant Engagement
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 87 participants
- Where
- 1 siteUnited States
- Study dates
- 22 Aug 2025to 31 Dec 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 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
Who cannot join
- 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
Trial locations and contacts
1 site in 1 country.
United States1 site
Colorado State University Health and Exercise Science Department
Fort Collins, Colorado, 80523
About this study
Official title: 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:
- Does active engagement with plants result in improvements in academic motivation and study habits?
- Does active engagement with plants result in reductions in stress and improvements in mood?
Read more
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
- Conditions
- Perceived Stress, State Anxiety, Intrinsic Goal Orientation, Study Habits, Mood, Sleep Quality
- Being tested
- Active Plant Engagement
- Medical subject headings
- Anxiety Disorders, Sleep Initiation and Maintenance Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Active Plant EngagementBehavioural
Also called Hands-on Plant Care and Maintenance
Weekly watering, pruning, and soil checks of assigned plants
| Study group | Role | What they receive |
|---|---|---|
| G1 (Comparison) | No intervention | Not described |
| G2 (Campus Plant Care) | Experimental | Active care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways) Receives: Behavioral: Active Plant Engagement |
| G3 (Home Plant Care) | Experimental | Active care for 1-2 plants in personal living spaces (dorm/apartment) Receives: Behavioral: Active Plant Engagement |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: Week 2: Baseline/Time 1 Survey Week 7: Time 2 Survey Week 11: Time 3 Survey Week 16: Time 4 Survey
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Nov 2025
- Study start22 Aug 2025
- Primary completion31 Dec 2026 (estimated)
- Study completion31 Dec 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (6)Papers the sponsor has linked to this study.
- Other trials for Perceived StressStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind
- Who is masked
- Investigator
- Enrolment
- 87 participants (actual)
Sponsor and investigators
- Lead sponsor
- Colorado State University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Kaigang Li, Colorado State University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07228013
- Sponsor's protocol ID
- 7068
- Status last verified
- Jan 2026
- First submitted
- 4 Nov 2025
- Last updated
- 13 Jan 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
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.
PubMed 32932004Jacobson 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.
PubMed 8871414Deci 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.
PubMed 22385839Nuss 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.
PubMed 36966352Ibrahim 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.
PubMed 23260171Beiter 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.
PubMed 25462401
Study at a glance
From the registry record, last updated by the sponsor on 13 Jan 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effects of Active Plant Engagement in Campus and Home Environments on College Student Mental Health and Academic Performance
- ClinicalTrials.gov ID
- NCT07228013
- Acronym / sponsor ID
- 7068
- Conditions
- Perceived Stress, State Anxiety, Intrinsic Goal Orientation, Study Habits, Mood, Sleep Quality
- Study type
- Interventional
- Recruitment status
- Active, not recruiting
- Enrolment
- 87 participants (actual)
- Lead sponsor
- Colorado State UniversityUniversity, hospital or other
- Study start
- 22 Aug 2025 (actual)
- Primary completion
- 31 Dec 2026 (estimated)
- Study completion
- 31 Dec 2026 (estimated)
- First posted
- 13 Nov 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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:
- Does active engagement with plants result in improvements in academic motivation and study habits?
- 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 design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind (investigator)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| G1 (Comparison) | No intervention | – |
| G2 (Campus Plant Care) | Experimental | Behavioral: Active Plant EngagementActive care for 1-2 plants in shared academic spaces (e.g. classrooms, hallways) |
| G3 (Home Plant Care) | Experimental | Behavioral: Active Plant EngagementActive care for 1-2 plants in personal living spaces (dorm/apartment) |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- 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
Key exclusion criteria (2 listed)
- 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
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Active Plant EngagementAlso: Hands-on Plant Care and MaintenanceWeekly watering, pruning, and soil checks of assigned plants | Behavioural | G2 (Campus Plant Care), G3 (Home Plant Care) |
Primary outcome
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.
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.
5 secondary outcomes
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
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
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
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
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
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Jan 2026.
- Background: PubMed 32932004van 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.
- Background: PubMed 8871414Jacobson 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.
- Background: PubMed 22385839Deci 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.
- Background: PubMed 36966352Nuss 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.
- Background: PubMed 23260171Ibrahim 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.
- Background: PubMed 25462401Beiter 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.
- Bluyssen, PM. (2017). Health, comfort and performance of children in classrooms-new directions for research. Indoor and Built Environment, 26(8), 1040-1050.Link provided by the sponsor.
- Bringslimark, T, Hartig, T, \& Patil, GG. (2007). Psychological benefits of indoor plants in workplaces: Putting experimental results into context. HortScience, 42(3), 581-587.Link provided by the sponsor.
- 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.Link provided by the sponsor.
- Kaplan, R, \& Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge university press.Link provided by the sponsor.
- 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.Link provided by the sponsor.
- 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.Link provided by the sponsor.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Active Plant Engagement in people with Perceived Stress and State Anxiety, run by Colorado State University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: under way, not looking for participants, as of the sponsor's last update on 13 Jan 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
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 study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07228013, which also lists 6 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Jan 2026.