The relationship between green spaces and mental well-being has become a very important research area, especially in universities, where students face high levels of stress. According to the American College Health Association's 2019 report, nearly 40% of college students experienced such severe depression that it was hard for them to function, while about 60% dealt with overwhelming anxiety. At Grand Valley State University, the green spaces on campus provide opportunities for students to find relief in nature. This study aims to explore how regular use of these spaces affects mental health. Understanding this relationship could improve campus resources to better support students and encourage use.
Research consistently shows that green spaces are vital for the mental health of college students, offering significant benefits like reduced stress, anxiety, and depression (Lanza-León et al., 2021; Zhang et al., 2020). Lanza-León et al. (2021) refer to these areas as "therapeutic landscapes," especially valuable during periods of high stress, such as the COVID-19 pandemic. Liu et al. (2022) and Reece et al. (2021) found that well-maintained green spaces enhance emotional well-being and help prevent anxiety and depression, highlighting the global importance of green accessibility. Research from community colleges in Los Angeles (Cruz, 2023) and findings from the University of British Columbia (Liu et al., 2021; Foellmer et al., 2021) indicate that even small or strategically designed spaces promote stress relief, resilience, and a sense of community. This supports the idea that accessible green spaces on campuses like GVSU could play a critical role in enhancing students' mental health and academic performance, filling a specific research gap regarding localized impacts.
Values:
Egoistic values: Focus on personal benefits, such as students using green spaces to reduce stress or boost mood.
Altruistic values: Emphasize collective well-being, viewing green spaces as community resources promoting shared health.
Biospheric values: Highlight a connection to and appreciation for nature, motivating students to engage with green spaces for environmental reasons (Stern, 2000; De Groot & Steg, 2008).
Beliefs:
Shaped by values; including awareness of benefits and a sense of personal responsibility.
Students believing in the mental health benefits of green spaces are more likely to use them.
Linked to personal effectiveness—the belief that spending time outdoors enhances well-being (Schultz, 2001).
Norms:
Personal responsibility: Drive behavior through a sense of responsibility in using green spaces for mental health.
Social norms: Influence behavior through peer or cultural expectations, encouraging the use of green spaces.
Moral obligation: Create a sense of duty to protect and use green spaces for both personal and collective benefits (Stern, 2000).
Figure 1. Value Belief Norm Framework
My research focuses on how access to and use of green spaces impacts the mental health of Grand Valley State University students. This is important for understanding environmental sustainability because it connects student well-being to natural environments. While existing studies show the benefits of green spaces for mental health in academic settings, there's little research specific to GVSU. By addressing this gap, my research could support mental health initiatives and sustainable campus design, aligning with broader efforts to incorporate nature into urban areas (Ribeiro et al., 2024; Liu et al., 2022).
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