The Influence of Outdoor Activities and Campus Landscape on University Students’ Subjective Well-Being during the COVID-19 Pandemic
Abstract
:1. Introduction
1.1. The Impact of COVID-19 on University Life
1.2. The Impact of COVID-19 on University Students’ Mental Health and Well-Being
1.3. Purpose
2. Theoretical Basis and Question
2.1. Outdoor Activities and Campus Landscape Contribute to the Well-Being of University Students
2.2. Research Question
3. Materials and Methods
3.1. Participants and Procedure
Variable | Category | Frequency | Percentage (%) |
---|---|---|---|
Gender | Female | 243 | 55.4 |
Male | 196 | 44.6 | |
Grade | Freshman | 69 | 15.7 |
Sophomore, Junior | 103 | 23.5 | |
Senior | 100 | 22.8 | |
Postgraduate | 65 | 14.8 | |
Alumni who had been away for less than 2 years | 102 | 23.2 | |
Ability to Cover Living Expenses | Scant | 83 | 18.9 |
Enough | 331 | 75.4 | |
Plenty | 25 | 5.7 |
3.2. Instruments
3.2.1. Grade and Ability to Cover Living Expenses
3.2.2. Subjective Well-Being of University Students
3.2.3. Outdoor Activities
Independent Variable: Pre-Outdoor Activities
Independent Variable: Mid-Outdoor Activities
Independent Variable: Outdoor Activities (Mid-Pre)
Independent Variable: Outdoor Activity Time (Mid-Pre)
3.2.4. Campus Landscape
4. Results
4.1. Paired Sample t Tests for Pre-SWB and Mid-SWB
4.2. Comparison of Pre-Outdoor Activities and Mid-Outdoor Activities
4.3. Independent Sample t Tests for the Relationship between Gender and Students’ SWB
4.4. One-Way ANOVA for the Relationship between Students’ SWB and Grade
Variable | Grade | N | Mean | Std. Deviation | F | p | Post Hoc Tests (p) | |||
---|---|---|---|---|---|---|---|---|---|---|
Freshman | Sophomore, Junior | Senior | Postgraduate | |||||||
Pre-SWB | Freshman | 69 | 3.21 | 0.38 | 2.221 | 0.066 | ||||
Sophomore, junior | 103 | 3.35 | 0.61 | 0.103 | ||||||
Senior | 100 | 3.38 | 0.62 | 0.057 | 0.751 | |||||
Postgraduate | 65 | 3.49 | 0.51 | 0.003 | 0.107 | 0.185 | ||||
Alumni who had been away for less than 2 years | 102 | 3.35 | 0.54 | 0.105 | 0.995 | 0.747 | 0.106 | |||
Mid-SWB | Freshman | 69 | 2.62 | 0.26 | 4.829 | 0.001 | ||||
Sophomore, junior | 103 | 2.68 | 0.54 | 0.487 | ||||||
Senior | 100 | 2.90 | 0.63 | 0.002 | 0.007 | |||||
Postgraduate | 65 | 2.86 | 0.55 | 0.014 | 0.44 | 0.698 | ||||
Alumni who had been away for less than 2 years | 102 | 2.91 | 0.64 | <0.001 | 0.004 | 0.841 | 0.570 | |||
SWB (Mid-Pre) | Freshman | 69 | −0.59 | 0.17 | 2.485 | 0.043 | ||||
Sophomore, junior | 103 | −0.67 | 0.74 | 0.402 | ||||||
Senior | 100 | −0.48 | 0.64 | 0.256 | 0.029 | |||||
Postgraduate | 65 | −0.63 | 0.76 | 0.688 | 0.700 | 0.121 | ||||
Alumni who had been away for less than 2 years | 102 | −0.44 | 0.51 | 0.117 | 0.007 | 0.635 | 0.048 |
4.5. One-Way ANOVA for the Relationship between Students’ SWB and Ability to Cover Living Expenses
Variable | Ability to Cover Living Expenses | N | Mean | Std. Deviation | F | p | Post Hoc Tests (p) | |
---|---|---|---|---|---|---|---|---|
Scant | Enough | |||||||
Pre-SWB | Scant | 83 | 3.10 | 0.42 | 11.123 | 0.000 | ||
Enough | 331 | 3.41 | 0.55 | <0.001 | ||||
Plenty | 25 | 3.42 | 0.70 | 0.010 | 0.928 | |||
Mid-SWB | Scant | 83 | 2.59 | 0.40 | 7.411 | 0.001 | ||
Enough | 331 | 2.85 | 0.61 | <0.001 | ||||
Plenty | 25 | 2.81 | 0.27 | 0.088 | 0.689 | |||
SWB (Mid-Pre) | Scant | 83 | −0.51 | 0.41 | 0.323 | 0.724 | ||
Enough | 331 | −0.56 | 0.65 | 0.540 | ||||
Plenty | 25 | −0.62 | 0.66 | 0.464 | 0.658 |
4.6. Hierarchical Regressive Analysis of Factors Influencing SWB (Mid-Pre)
4.7. Activity Distribution of Students with Changing SWB in Extreme Situations
5. Discussion
5.1. COVID-19 and University Students’ SWB
5.2. Outdoor Activities and University Students’ SWB
5.3. Campus Landscape and University Students’ SWB
5.4. Limitations and Future Research Directions
6. Conclusions and Contribution
6.1. Conclusions
6.2. Theoretical Contributions
6.3. Practical Contributions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Survey on the Influence of Campus Landscape on College Students’ Subjective Well-Being
Introduction | |||||
Dear students and alumni: This study is being conducted by teachers at the College of Art and Design. To assess the influence of outdoor activities and campus landscape on university students’ SWB during the COVID-19 pandemic, this team is conducting a survey in this university. With participants including current undergraduate students studying at this university and alumni who have been away for less than 2 years. This study will ensure that the data will be submitted anonymously and the questionnaires will be processed anonymously. Please confirm that you are aware of the purpose of our survey, you are filling in the questionnaire voluntarily and the information you provide is true. Thank you for participating in this survey! | |||||
Part I: Basic Information | |||||
1. Gender [Select One Answer Choice] ○Female ○Male | |||||
2. Grade [Select One Answer Choice] ○Freshman ○Sophomore or junior ○Senior ○Postgraduate ○Alumni who have been away for less than 2 years | |||||
3. Compared to the students around me, the abilities to cover living expenses given to me by my parents [Select One Answer Choice] ○Plenty ○Enough ○Scant | |||||
Part II: SWB (Mid-Pre) | |||||
1. The comparison of SWB (Mid-Pre) [Select One Answer Choice] ○Pre-SWB significantly higher ○Pre-SWB higher ○About the same ○Mid-SWB higher ○Mid-SWB significantly higher | |||||
2. Pre-SWB [Matrix Questions] | |||||
Never | Sometimes | Often | More Often | Always | |
The ability to feel happy and comfortable | ○ | ○ | ○ | ○ | ○ |
The ability to feel calm and relaxed | ○ | ○ | ○ | ○ | ○ |
Feeling energetic | ○ | ○ | ○ | ○ | ○ |
Feeling awake and well-rested after waking up | ○ | ○ | ○ | ○ | ○ |
Feeling that one’s daily life is full of exciting things | ○ | ○ | ○ | ○ | ○ |
3. Mid-SWB [Matrix Questions] | |||||
Contents as above. | |||||
Part III: Outdoor Activities (Mid-Pre) | |||||
1. The amount of pre-outdoor activities in comparison to the amount of pre-outdoor activities of your fellow students [Select One Answer Choice] ○Significantly less ○Less ○About the same as fellow students ○More ○Significantly more | |||||
2. The amount of mid-outdoor activities in comparison to the amount of mid-outdoor activities of your fellow students [Select One Answer Choice] ○Significantly less ○Less ○About the same as fellow students ○More ○Significantly more | |||||
3. The change in the amount of outdoor activities (Mid-Pre) [Select One Answer Choice] ○Pre-Outdoor Activities significantly longer ○Pre-Outdoor Activities longer ○About the same length of time in outdoor campus landscape in pre- and mid-COVID-19 era ○Mid-Outdoor Activities longer ○Mid-Outdoor Activities significantly longer | |||||
4. The change in the amount of time you spent outdoors on campus during the period when the school required students not to leave campus if necessary compared with pre-COVID-19 era [Select One Answer Choice] ○Not yet on campus in pre-COVID-19 era ○Pre-COVID-19 era significantly longer ○Pre-COVID-19 era longer ○About the same length of time ○Mid-COVID-19 era longer ○Mid-COVID-19 era significantly longer | |||||
Part IV: Campus Landscape | |||||
1. (Hill Space) Reasons why you like this campus landscape (located at the easternmost side of the south campus). [Select One or More Answer Choices] □Beautiful Scenery □Lush Vegetation □Quiet Environment □Comfortable and Relaxing □Suitable for Exercise □Suitable for Rest □Suitable for Study □Suitable for Socializing □Open and Wide □Less Crowded □Fully Equipped (Gazebo, Seating, Fitness Equipment, etc.) □New Facilities (Flat Surfaces, Seats in working order, etc.) □Near Distance and Easy Access □Others | |||||
2. (Hill Space) Reasons why you do not like this campus landscape [Select One or More Answer Choices] □Dirty Environment □Sparse Vegetation □Noisy (Disturbed by People, Cars, etc.) □Crowded □Inconvenience to Activities (Exercise, Rest, Study or Socializing) □Long Distance and Inconvenience □Dilapidated Facilities (Damaged Equipment, Potholes, etc.) □Unsuitable Temperature □Scarcity of Seats (No Seats, Fewer Seats, etc.) □Other | |||||
3. (Hill Space) The purpose of going to this campus landscape [Select One or More Answer Choices] □Hardly ever come to this campus landscape □For physical activities (running, walking, ball games, badminton, tai chi, etc.) □For mental activities (relaxation, meditation, reflection, solitude, study, relaxation, etc.) □For social activities (socializing, meeting, discussion, meeting with friends, board games, dating, etc.) □Other activities | |||||
4. (Exercise area Space) Reasons why you like this campus landscape [Select One or More Answer Choices] □Beautiful Scenery □Lush Vegetation □Quiet Environment □Comfortable and Relaxing □Suitable for Exercise □Suitable for Rest □Suitable for Study □Suitable for Socializing □Open and Wide □Less Crowded □Fully Equipped (Gazebo, Seating, Fitness Equipment, etc.) □New Facilities (Flat Surfaces, Seats in working order, etc.) □Near Distance and Easy Access □Others | |||||
5. (Exercise area Space) Reasons why you do not like this campus landscape [Select One or More Answer Choices] □Dirty Environment □Sparse Vegetation □Noisy (Disturbed by People, Cars, etc.) □Crowded □Inconvenience to Activities (Exercise, Rest, Study or Socialize) □Long Distance and Inconvenience □Dilapidated Facilities (Damaged Equipment, Potholes, etc.) □Unsuitable Temperature □Scarcity of Seats (No Seats, Fewer Seats, etc.) □Other | |||||
6. (Exercise area Space) The purpose of going to this campus landscape [Select One or More Answer Choices] □Hardly ever come to this campus landscape □For physical activities (running, walking, ball games, badminton, tai chi, etc.) □For mental activities (relaxation, meditation, reflection, solitude, study, relaxation, etc.) □For social activities (socializing, meeting, discussion, meeting with friends, board games, dating, etc.) □Other activities | |||||
7. (Water Space) Reasons why you like this campus landscape [Select One or More Answer Choices] □Beautiful Scenery □Lush Vegetation □Quiet Environment □Comfortable and Relaxing □Suitable for Exercise □Suitable for Rest □Suitable for Study □Suitable for Socializing □Open and Wide □Less Crowded □Fully Equipped (Gazebo, Seating, Fitness Equipment, etc.) □New Facilities (Flat Surfaces, Seats in working, etc.) □Near Distance and Easy Access □Others | |||||
8. (Water Space) Reasons why you do not like this campus landscape [Select One or More Answer Choices] □Dirty Environment □Sparse Vegetation □Noisy (Disturbed by People, Cars, etc.) □Crowded □Inconvenience to Activities (Exercise, Rest, Study or Socialize) □Long Distance and Inconvenience □Dilapidated Facilities (Damaged Equipment, Potholes, etc.) □Unsuitable Temperature □Scarcity of Seats (No Seats, Fewer Seats, etc.) □Other | |||||
9. (Water Space) The purpose of going to this campus landscape [Select One or More Answer Choices] □Hardly ever come to this campus landscape □For physical activities (running, walking, ball games, badminton, tai chi, etc.) □For mental activities (relaxation, meditation, reflection, solitude, study, relaxation, etc.) □For social activities (socializing, meeting, discussion, meeting with friends, board games, dating, etc.) □Other activities | |||||
10. (Vegetation Space) Reasons why you like this campus landscape [Select One or More Answer Choices] □Beautiful Scenery □Lush Vegetation □Quiet Environment □Comfortable and Relaxing □Suitable for Exercise □Suitable for Rest □Suitable for Study □Suitable for Socializing □Open and Wide □Less Crowded □Fully Equipped (Gazebo, Seating, Fitness Equipment, etc.) □New Facilities (Flat Surfaces, Seats in working, etc.) □Near Distance and Easy Access □Others | |||||
11. (Vegetation Space) Reasons why you do not like this campus landscape [Select One or More Answer Choices] □Dirty Environment □Sparse Vegetation □Noisy (Disturbed by People, Cars, etc.) □Crowded □Inconvenience to Activities (Exercise, Rest, Study or Socialize) □Long Distance and Inconvenience □Dilapidated Facilities (Damaged Equipment, Potholes, etc.) □Unsuitable Temperature □Scarcity of Seats (No Seats, Fewer Seats, etc.) □Other | |||||
12. (Vegetation Space) The purpose of going to this campus landscape [Select One or More Answer Choices] □Hardly ever come to this campus landscape □For physical activities (running, walking, ball games, badminton, tai chi, etc.) □For mental activities (relaxation, meditation, reflection, solitude, study, relaxation, etc.) □For social activities (socializing, meeting, discussion, meeting with friends, board games, dating, etc.) □Other activities | |||||
13. (Hard Landscape: roads, squares, etc.) Reasons why you like this campus landscape [Select One or More Answer Choices] □Beautiful Scenery □Lush Vegetation □Quiet Environment □Comfortable and Relaxing □Suitable for Exercise □Suitable for Rest □Suitable for Study □Suitable for Socializing □Open and Wide □Less Crowded □Fully Equipped (Gazebo, Seating, Fitness Equipment, etc.) □New Facilities (Flat Surfaces, Seats in working, etc.) □Near Distance and Easy Access □Others | |||||
14. (Hard Landscape: roads, squares, etc.) Reasons why you do not like this campus landscape [Select One or More Answer Choices] □Dirty Environment □Sparse Vegetation □Noisy (Disturbed by People, Cars, etc.) □Crowded □Inconvenience to Activities (Exercise, Rest, Study or Socialize) □Long Distance and Inconvenience □Dilapidated Facilities (Damaged Equipment, Potholes, etc.) □Unsuitable Temperature □Scarcity of Seats (No Seats, Fewer Seats, etc.) □Other | |||||
15. (Hard Landscape: roads, squares, etc.) The purpose of going to this campus landscape [Select One or More Answer Choices] □Hardly ever come to this campus landscape □For physical activities (running, walking, ball games, badminton, tai chi, etc.) □For mental activities (relaxation, meditation, reflection, solitude, study, relaxation, etc.) □For social activities (socializing, meeting, discussion, meeting with friends, board games, dating, etc.) □Other activities | |||||
16. Does participating in more outdoor activities in the campus landscape improve or reduce your SWB during the COVID-19 era [Select One Answer Choice] ○Significantly reduced ○Reduced ○Not much influence ○Improved ○Significantly improved |
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Variable | N | Mean | Std. Deviation | t | p |
---|---|---|---|---|---|
Pre-SWB | 439 | 3.36 | 0.55 | 18.914 | 0.000 |
Mid-SWB | 439 | 2.80 | 0.57 |
Variable | Frequency | Percent (%) |
---|---|---|
Pre-outdoor activities significantly more | 81 | 18.5 |
Pre-outdoor activities more | 168 | 38.3 |
About the same | 108 | 24.6 |
Mid-outdoor activities more | 71 | 16.2 |
Mid-outdoor activities significantly more | 11 | 2.5 |
Variable | Gender | N | Mean | Std. Deviation | t | p |
---|---|---|---|---|---|---|
Pre-SWB | Female | 243 | 3.38 | 0.55 | 0.891 | 0.373 |
Male | 196 | 3.33 | 0.55 | |||
Mid-SWB | Female | 243 | 2.79 | 0.54 | −0.684 | 0.494 |
Male | 196 | 2.82 | 0.59 | |||
SWB (Mid-Pre) | Female | 243 | −0.59 | 0.64 | −1.438 | 0.151 |
Male | 196 | −0.51 | 0.58 |
Model 1 | Model 2 | |||||
---|---|---|---|---|---|---|
β | t | p | β | t | p | |
Sophomore, junior | 0.055 | 0.839 | 0.402 | 0.048 | 1.223 | 0.222 |
Senior | −0.074 | −1.136 | 0.256 | 0.076 | 1.461 | 0.145 |
Postgraduate | 0.025 | 0.402 | 0.688 | 0.094 | 2.468 | 0.014 |
Alumni | −0.103 | −1.570 | 0.117 | 0.095 | 1.805 | 0.072 |
Pre-outdoor activities | −0.054 | −1.228 | 0.220 | |||
Mid-outdoor activities | −0.186 | −3.856 | 0.000 | |||
Outdoor activities (Mid-Pre) | −0.592 | −15.275 | 0.000 | |||
Outdoor activity time (Mid-Pre) | −0.113 | −2.012 | 0.045 | |||
F | 2.485 | 105.697 | ||||
p | 0.043 | 0.000 | ||||
R2 | 0.022 | 0.663 | ||||
∆R2 | 0.022 | 0.641 |
Campus Space | Campus Activity | Least Decline in SWB | Greatest Decline in SWB |
---|---|---|---|
Hill spaces | Hardly Ever Come to This Campus Landscape | 7 | 21 |
Social Activities | 20 | 8 | |
Mental Activities | 23 | 18 | |
Physical Activities | 20 | 9 | |
Other Activities | 8 | 7 | |
Water spaces | Hardly Ever Come to This Campus Landscape | 8 | 19 |
Social Activities | 22 | 10 | |
Mental Activities | 23 | 14 | |
Physical Activities | 18 | 9 | |
Other Activities | 8 | 7 | |
Vegetation spaces | Hardly Ever Come to This Campus Landscape | 8 | 20 |
Social Activities | 21 | 9 | |
Mental Activities | 23 | 12 | |
Physical Activities | 18 | 8 | |
Other Activities | 9 | 8 | |
Hard spaces | Hardly Ever Come to This Campus Landscape | 8 | 23 |
Social Activities | 22 | 8 | |
Mental Activities | 22 | 12 | |
Physical Activities | 17 | 9 | |
Other Activities | 9 | 10 | |
Exercise area space | Hardly Ever Come to This Campus Landscape | 0 | 1 |
Social Activities | 3 | 3 | |
Mental Activities | 3 | 4 | |
Physical Activities | 50 | 49 | |
Other Activities | 2 | 2 |
Campus Space | Coming to the Campus Landscape | N | Mean | Std. Deviation | t | p |
---|---|---|---|---|---|---|
Hill spaces | Come to this campus landscape | 72 | −0.308 | 1.108 | 3.623 | 0.001 |
Hardly ever come to this campus landscape | 28 | −1.114 | 0.953 | |||
Water spaces | Come to this campus landscape | 73 | −0.322 | 1.093 | 0.730 | 0.003 |
Hardly ever come to this campus landscape | 27 | −1.052 | 1.037 | |||
Vegetation spaces | Come to this campus landscape | 72 | −0.322 | 1.094 | 3.254 | 0.002 |
Hardly ever come to this campus landscape | 28 | −1.079 | 1.023 | |||
Hard spaces | Come to this campus landscape | 69 | −0.330 | 1.103 | 3.051 | 0.003 |
Hardly ever come to this campus landscape | 31 | −1.034 | 1.026 |
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Chen, H.; Ye, J.-H. The Influence of Outdoor Activities and Campus Landscape on University Students’ Subjective Well-Being during the COVID-19 Pandemic. Sustainability 2023, 15, 4157. https://doi.org/10.3390/su15054157
Chen H, Ye J-H. The Influence of Outdoor Activities and Campus Landscape on University Students’ Subjective Well-Being during the COVID-19 Pandemic. Sustainability. 2023; 15(5):4157. https://doi.org/10.3390/su15054157
Chicago/Turabian StyleChen, Huojin, and Jian-Hong Ye. 2023. "The Influence of Outdoor Activities and Campus Landscape on University Students’ Subjective Well-Being during the COVID-19 Pandemic" Sustainability 15, no. 5: 4157. https://doi.org/10.3390/su15054157