A systematic review about the relationship between presence of vegetation and students’ performance
DOI:
https://doi.org/10.18830/issn.1679-0944.n30.2021.17Keywords:
student performance, vegetation, greenness, stress, atenttionAbstract
The disparity between students grades from public and private schools are easily noticed at the admission tests for college. Several studies relate the influence of physical space to the ability of concentrating and learning. The Attention Restoration Theory points out towards gains on performance having breaks between activities. The effect of these breaks can be enhanced by the presence of vegetation. This aspect can guide new measures regarding the location of the school and its essential components. For the systematic literature review, based at Prisma methodology, 18 articles were selected in order to identify the relationship between vegetation and students’ performance. The articles describe the type of vegetation, its position and the moment of contact with it, relating these points to the performance. Significant positive correlations were found with vegetation of various sizes, located in buffers of up to 4.8 km, in passive and active group interactions. Group’s age directly interferes with the size of the effective buffer. The results show diverse conclusions regarding the impact of green space on academic performance. There are a limited number of publications, with different methodologies. Recommendations for future researches include gathering aspects of influence of vegetation at new climatic and cultural contexts.
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