Global S&T Development Trend Analysis Platform of Resources and Environment
DOI | 10.1016/j.landurbplan.2018.08.003 |
The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study | |
van Dijk-Wesselius, J. E.1; Maas, J.2; Hovinga, D.1; van Vugt, M.2; van den Berg, A. E.3 | |
2018-12-01 | |
发表期刊 | LANDSCAPE AND URBAN PLANNING
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ISSN | 0169-2046 |
EISSN | 1872-6062 |
出版年 | 2018 |
卷号 | 180页码:15-26 |
文章类型 | Article |
语种 | 英语 |
国家 | Netherlands |
英文摘要 | Greening schoolyards is an initiative to reconnect children with nature and afford meaningful experiences that foster children's well-being. To strengthen the empirical basis for greening schoolyards, we conducted a longitudinal prospective intervention study with a two-year follow-up, to investigate the impact of greening schoolyards on schoolchildren's (age 7-11) appreciation of the schoolyard, and their physical, cognitive, and social-emotional well-being. Data were collected amongst nine elementary schools in moderate-to-high-urbanized areas in The Netherlands with approximately 700 children at each measurement. At baseline, all nine schoolyards were paved. Five schools greened their schoolyard between baseline and first-follow-up. Objective measurements included accelero-based measurements of physical activity during recess, attentional tests (Digit Letter Substitution Test, Natu & Argwal, 1995; Sky Search Task, Manly et al., 2001) and a social orientation test (Social Orientation Choice Card, Knight, 1981). Self-report questionnaires included children's appreciation of the schoolyard (naturalness, likability, attractiveness and perceived restoration), and their social- and emotional well-being (Strength and Difficulties Questionnaire, van Widenfelt, Goedhart, Treffers & Goodman, 2003; Social Support, RIVM, 2005; Pediatric Quality of Life Inventory, Varni, Seid & Kurtin, 2001). Multilevel data analyses support our expectation that greening has a positive impact on children's appreciation of the schoolyard, their attentional restoration after recess and social well-being. Furthermore, our results indicate that greening stimulates physical activity of girls. We found no impact on emotional well-being. These findings provide some support for the relevance of greening schoolyards and may guide further development of schoolyards that facilitate the well-being of schoolchildren. |
英文关键词 | Nature and health Green schoolyards Child development Restoration Green design |
领域 | 资源环境 |
收录类别 | SCI-E ; SSCI |
WOS记录号 | WOS:000449896300003 |
WOS关键词 | QUALITY-OF-LIFE ; CHILDREN ; GROUNDS ; HEALTH ; ENVIRONMENT ; BENEFITS ; VALIDITY ; VERSION |
WOS类目 | Ecology ; Environmental Studies ; Geography ; Geography, Physical ; Regional & Urban Planning ; Urban Studies |
WOS研究方向 | Environmental Sciences & Ecology ; Geography ; Physical Geography ; Public Administration ; Urban Studies |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/25348 |
专题 | 资源环境科学 |
作者单位 | 1.Univ Appl Sci Leiden, Leiden, Netherlands; 2.Vrije Univ Amsterdam, Amsterdam, Netherlands; 3.Univ Groningen, Groningen, Netherlands |
推荐引用方式 GB/T 7714 | van Dijk-Wesselius, J. E.,Maas, J.,Hovinga, D.,et al. The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study[J]. LANDSCAPE AND URBAN PLANNING,2018,180:15-26. |
APA | van Dijk-Wesselius, J. E.,Maas, J.,Hovinga, D.,van Vugt, M.,&van den Berg, A. E..(2018).The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study.LANDSCAPE AND URBAN PLANNING,180,15-26. |
MLA | van Dijk-Wesselius, J. E.,et al."The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study".LANDSCAPE AND URBAN PLANNING 180(2018):15-26. |
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