Due to mounting concerns about the psychological well-being of university students, it is useful to consider whether and how the quality of the physical study environment can improve students' functioning. The present study examined the presence of potted plants within a university library study room on students' self-reported mood (i.e., fatigue and vigor), self-reported cognitive performance (i.e., attention and productivity), perceived environmental quality (i.e., room satisfaction, attractiveness, and comfort), and recorded duration of stay in the study room. We conducted a real-life quasi-experimental study in which potted plants were introduced in one study room (intervention group) whereas nothing changed in another study room (control group). Cross-sectional data of the dependent and co-variables were collected among separate groups of students pre- and post-intervention using questionnaires (N = 445) and recordings of students' duration of stay in the study room (N = 1029). The pretest-posttest change in attractiveness (B = 0.53, 95% CI = 0.33; 0.72) and comfort (B = 0.29, 95% CI = 0.08; 0.51) was greater in the study room with potted plants than the pretest-posttest change in attractiveness and comfort in the study room without plants. Students’ reasons to study in the room with potted plants next time they study included the perceived environmental quality, atmosphere, it being more relaxing, the homey feel, and indoor climate. Nevertheless, the pretest-posttest change in vigor (B = 0.29, 95% CI = −0.57; −0.01) was lower in the room with potted plants than the pretest-posttest change in vigor in the study room without plants, and no meaningful associations between the presence of potted plants and fatigue, cognitive performance, and duration of stay in the study room were found. Overall, findings suggest that students preferred the study room with potted plants to the one without. However, the findings do not support the hypothesis that adding potted plants to a study room improves mood or cognitive performance among students.

由于越来越关注大学生的心理健康，因此考虑体育学习环境的质量是否以及如何改善学生的功能非常有用。本研究检查了大学图书馆自修室中盆栽的存在情况，这些自学情况是学生自我报告的情绪（即疲劳和活力），自我报告的认知表现（即注意力和生产力），感知的环境质量（即房间）满意度，吸引力和舒适度），以及记录的自习室停留时间。我们进行了一项现实生活的准实验研究，其中将盆栽植物引入一个研究室（干预组），而在另一个研究室（对照组）中未发生任何变化。N  = 445）和学生在自修室的停留时间记录（N = 1029）。盆栽植物的研究室的吸引力（B = 0.53，95％CI = 0.33; 0.72）和舒适度（B = 0.29，95％CI = 0.08; 0.51）的测试前-测试后变化大于测试前-测试后变化在没有植物的书房中保持吸引力和舒适感。下一次学习时，学生在房间里用盆栽植物学习的原因包括感知到的环境质量，氛围，更轻松的氛围，家常感和室内气候。但是，盆栽植物的房间中测试前-测试后的活力变化（B = 0.29，95％CI = -0.57; -0.01）低于无植物的研究室中测试前-测试后的活力变化，没有意义。发现盆栽植物的存在与疲劳，认知能力和在研究室的停留时间之间的关联。总体，研究结果表明，与不使用盆栽的学生相比，学生更喜欢使用盆栽的书房。但是，这些发现并不支持这样的假说，即在学习室中增加盆栽植物可以改善学生的情绪或认知能力。