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dc.contributor.authorKelz, Christinaen_US
dc.date.accessioned2010-10-20T19:55:47Z
dc.date.available2015-10-20T06:57:20Z
dc.date.issued2010-10-20
dc.identifier.otherbibid: 7061460
dc.identifier.urihttps://hdl.handle.net/1813/17654
dc.description.abstractThe present study investigates the effects of a participatory schoolyard redesign on the pupils' psychological well-being, restoration state, physical fitness and cognitive functioning. Furthermore, the potential interaction of regular exposure to greenery with the impact of the new schoolyard was examined. The study employed a longitudinal quasi-experimental design with two times of measurement; one before and one after the installation of the new schoolyard features. The study included a total of 195 pupils from the test school (new schoolyard) and two control schools (no new schoolyard). The results indicate positive effects of the new schoolyard especially on psychological well-being, restoration and physical fitness. No significant influences on cognitive functioning were found. Children's regular exposure to greenery in their home environment did not moderate the effect of the schoolyard. Also, the perception of the new schoolyard was highly positive and pupils as well as teachers are more inclined to use it than the old one. Implications for future research and design projects are discussed.en_US
dc.language.isoen_USen_US
dc.titleEffects Of A New Schoolyard Design On Pupil'S Well-Being, Restoration, Physical Fitness And Cognitive Functioningen_US
dc.typedissertation or thesisen_US


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