著者

三並 めぐる 仁科 弘重 續木 寛子 高山 弘太郎

出版者

生態工学会

雑誌

Eco-Engineering (ISSN:13470485)

巻号頁・発行日

vol.23, no.2, pp.47-55, 2011-04-30 (Released:2011-06-02)

参考文献数

39

被引用文献数

3

---

This study analyzed the effects on the psychological state of high school students of having plants in the classroom and of raising plants. Two separate experiments were carried out, using students from three classes of Ehime University Senior High School. Analysis of psychological state was carried out using Semantic Differential Method and Profile of Mood States, along with analysis of brain waves. The subjects also completed a questionnaire. In the first experiment, the three classes were divided into three groups. The classroom of the foliage plant group and the flower group contained foliage plants and live roses placed in the classroom, respectively. As the results, the foliage plant group was evaluated higher for “sense of tranquility” than the flower group and the control group, and more students in the foliage plant group than the flower group felt positive effects. In the second experiment, students were divided into three groups: Group A, no selection of plants and no care of plants; Group B, no selection of plants but care of plants; and Group C, selection of plants and care of plants. A single foliage plant was distributed to every student and students were allowed to place their plants where they liked. As the results, scores were high for the first factor (pleasant) and the second factor (emotional changes) in group. Proactive involvement with plants in the Group B and C increased attachment to and interest in plants, and was effective as a method for relieving stress and increasing communication.