High School Landscapes and Student Performance.

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dc.contributor.author Matsuoka, Rodney H. en_US
dc.date.accessioned 2009-02-05T19:26:46Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2009-02-05T19:26:46Z
dc.date.issued 2008 en_US
dc.date.submitted en_US
dc.identifier.uri http://hdl.handle.net/2027.42/61641
dc.description.abstract High school students today are experiencing unprecedented levels of school related stress. At the same time, a growing body of research has linked views of and access to natural features with stress reduction and restoration from mental fatigue. How important are such views and access to students while they are at school? This study investigated 101 public high schools in southeastern Michigan to examine the role played by the availability of nearby natural environments in the academic achievement and behavior of high school students. All analyses controlled for student socio-economic status, racial/ethnic makeup, building age, and size of enrollment. The results reveal that nature exposure beneficially affects student performance. Specifically, views with greater quantities of natural features (e.g., trees, shrubs) from classroom as well as cafeteria windows were associated with higher standardized test scores, graduation rates, and percentages of students planning to attend college, and lower occurrences of criminal behavior. In addition, school policies of allowing students to eat lunch outdoors and to leave campus during lunch were related to enhanced test scores and college plans. This study also investigated the influences that specific features of the high school and surrounding landscapes can have on students. Greater quantities of viewable natural features near student lunch sites were found to be positively related to test scores, graduation rates, and intentions to attend college. In addition, the results suggest that the trees and shrubs viewed from the lunch sites and classroom windows need to be close to the viewer to be of greater benefit. Finally, large expanses of landscape lacking in natural features had a negative influence on test scores, intentions to attend college, and college plans. Such landscapes included large areas of lawn, parking lots, and bordering farmlands. Prior research concerning the relationships between school physical environments and student performance has concentrated mainly on indoor characteristics of the school building and kindergarten or elementary school playscapes. This study’s results, however, demonstrate that campus landscape features that are primarily looked at rather than more directly experienced can have just as much influence on high school students’ academic achievements and behaviors. en_US
dc.format.extent 3454196 bytes
dc.format.extent 1373 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language.iso en_US en_US
dc.subject High School Landscapes en_US
dc.subject Student Achievement and Behavior en_US
dc.subject School Outdoor Environment en_US
dc.subject Benefits of Nature en_US
dc.title High School Landscapes and Student Performance. en_US
dc.type Thesis en_US
dc.description.thesisdegreename Ph.D. en_US
dc.description.thesisdegreediscipline Landscape Architecture en_US
dc.description.thesisdegreegrantor University of Michigan, Horace H. Rackham School of Graduate Studies en_US
dc.contributor.committeemember Kaplan, Rachel en_US
dc.contributor.committeemember Deyoung, Raymond K. en_US
dc.contributor.committeemember Kaplan, Stephen en_US
dc.contributor.committeemember Sullivan, William C. en_US
dc.subject.hlbsecondlevel Education en_US
dc.subject.hlbsecondlevel Landscape Architecture en_US
dc.subject.hlbsecondlevel Psychology en_US
dc.subject.hlbsecondlevel Social Sciences (General) en_US
dc.subject.hlbtoplevel Arts en_US
dc.subject.hlbtoplevel Social Sciences en_US
dc.description.bitstreamurl http://deepblue.lib.umich.edu/bitstream/2027.42/61641/1/rmatsuok_1.pdf
dc.owningcollname Dissertations and Theses (Ph.D. and Master's)
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