Forschungs- & Publikationsdatenbank |  |
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Publikation Nr. 3831 - Details Lindemann-Matthies, P., Benkowitz, D. & Hellinger, F. (2021). Associations between the naturalness of window and interior classroom views, subjective well-being of primary school children and their performance in an attention and concentration test, Landscape and Urban Planning, 214. DOI: https://doi.org/10.1016/j.landurbplan.2021.104146 Abstract There is increasing evidence for the restorative and stress-reducing benefits of natural window views and indoor vegetation. However, few studies have investigated associations between the naturalness of window and interior classroom views and students’ well-being and performance in primary schools. The present cross-sectional study investigated associations between the naturalness of window and interior classroom views and primary students’ subjective well-being and actual performance in a standardized attention and concentration test. Well-being was assessed with a written survey, covering students’ satisfaction and comfort in school, ability to concentrate and learn in class, satisfaction with achievements, perceived stress, and social belonging. Attention and concentration were measured with the d2-revision test. Social density, wall color, and degree of classroom decoration were controlled for. Students (n =785; 8–11 years old; all 4th graders) reported less stress and were more focused on a task in classrooms with more natural window views, i.e., in rooms where more natural elements could be seen outside. Natural interior views, and thus the number of plants in a classroom, were not significantly associated with the tested variables. Children’s nature connectedness (measured as their time spent in nature and on plant care) was positively associated with feelings of comfort and learning satisfaction in school. Time spent in nature was also associated with less perceived stress and fatigue, and with more attentive behavior during lessons. Performance in the d2-revision test was not associated with the naturalness of classroom views, but was lower for children who perceived stress in school. Attribute
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