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INTRODUCTION
Research problem
Students today face a variety of stressors, including academic performances, peer pressures, and financial burdens, which can contribute to anxiety, depression, and other mental health issues.
Numerous studies have demonstrated that exposure to green spaces significantly benefits mental health by reducing levels of depression and anxiety, enhancing mood and cognitive function (Bratman et al., 2019), and lowering blood pressure and sympathetic nerve activity (Park et al., 2009) Additionally, research from the Netherlands indicates that individuals residing in areas with abundant green spaces within a 3-kilometer radius tend to have a more positive response to stressful life events (Van Den Berg et al.).
In recent years, the integration of green spaces in academic institutions has gained significant attention, serving as vital components for ecological sustainability and enhancing students' well-being As campuses act as miniature models of society, the presence of these green areas is crucial for fostering a healthier and more balanced educational environment.
Our study aimed to explore and quantify the impact of green spaces on the mental health of students at the University of Economics Ho Chi Minh City, drawing on established theories and a synthesis of both domestic and international research.
Research questions
The study "The Factors of Green Campus Spaces that Affect UEH Students' Mental Health" examines the impact of green spaces and natural environments on the mental well-being of students It aims to address three key questions regarding the relationship between access to these green areas and the mental health outcomes for students at UEH The findings highlight the significance of incorporating nature into campus design to enhance student well-being and promote a healthier learning environment.
- Research question 1: Which factors of Campus Green Spaces affect UEH students' mental health?
- Research question 2: How much do these factors affect the mental wellness of UEH students?
- Research question 3: What can we suggest to improve the Campus Green Spaces?
Research objective
This article explores how campus green areas influence college students' academic performance and stress levels It provides valuable insights into practical policies aimed at improving the overall well-being and educational experience of students, colleges, and organizations Additionally, the article offers recommendations for optimizing the use of green spaces on campus.
From the general objective, the specific objectives be outlined in the study are as follows:
- The first objective is to identify, analyze and evaluate the impact of Green Campus
Spaces on university students in Ho Chi Minh City in order to find out the factor which has the most significant impact.
- The second objective is to measure the degree of these factors on students' mental health
- The third objective is to propose solutions to help improve green campus spaces and students* mental health.
- Time: The investigation, survey and data collection will be carried out from November
2023 to the end of December 2023.
- Subjects of the survey: Students at universities in Ho Chi Minh City.
LITERATURE REVIEW
Definitions
Physical perception involves how individuals interpret sensory information—sight, smell, touch, sound, and taste—through mental processes related to their physical surroundings This environment encompasses natural elements like light, temperature, water, soil, and wind (He et al., 2022).
The perception of the physical environment is influenced by various factors such as time, situation, individual interests, curiosity, and experiences (Alptekin & Unver, 2019) Within the context of the UEH green campus, physical perception refers to how students' sensory organs respond to natural elements like light, temperature, water, and air.
Aesthetic reactions, as defined by Zajonc (1980) and Bernlyne (1971), are preferences linked to positive emotions and neuronal activity triggered by visual encounters in natural environments When our aesthetic senses, particularly vision and hearing, engage with beautiful elements, they can evoke joyful feelings In the context of green spaces, aesthetic cognition encompasses the processes through which individuals perceive, interpret, and appreciate the sensory qualities of nature This includes emotional responses to various landscape features, vegetation, colors, textures, and overall design (He et al., 2022).
The emotional reconstruction of beautiful objects involves overlaying the artist’s beliefs, memories, habits, and life experiences onto the inherent qualities of the item (Li, 2005) This article focuses exclusively on how green space elements influence students' aesthetic reflection, emphasizing aesthetic cognition as it pertains to these qualities Today, this perspective extends beyond just designers.
Psychological cognition refers to the mental processes involved in acquiring, analyzing, storing, and interpreting information, playing a crucial role in how we understand and interact with our environment (He et al., 2022) Key components of psychological cognition encompass various cognitive functions such as perception, attention, and memory.
Psychological cognition in relation to green spaces highlights the significant influence that natural environments have on students' mental health and cognitive functions Key aspects include the restorative effects of nature, which promote relaxation and recovery, stress reduction through exposure to greenery, and concepts like the Biophilia Hypothesis and Attention Restoration Theory, all of which underscore the benefits of interacting with natural settings for improved mental well-being.
The term "public," originating from Latin, signifies the relationship between individuals and society, contrasting with the concept of private Public spaces are defined by their distinction from the private domain of the household (Malckinczhad, 2020).
Perception of public spaces is a complex cognitive process where individuals and communities interpret and evaluate various components of communal environments In the context of green spaces, this perception encompasses the aesthetic appeal, cleanliness, safety measures, and inclusivity of these areas Additionally, the effectiveness of public services and equitable resource allocation significantly influence how people view these facilities.
Overview and summary of previous findings
Numerous studies emphasize the significant impact of natural environments on mental health, offering effective tools to alleviate stress and anxiety The Stress Reduction Theory (SRT) suggests that green spaces can induce physiological changes that lower cortisol levels, heart rate, and blood pressure, thereby promoting relaxation and reducing feelings of overwhelm Additionally, the Attention Restoration Theory (ART) indicates that nature helps restore attention and cognitive function, enhancing mental clarity and creativity Furthermore, engaging with nature can alleviate symptoms of depression and anxiety by reducing rumination and fostering positive reflection Exposure to natural environments also boosts self-esteem and feelings of connectedness, which are crucial for maintaining good mental health and combating social isolation.
The research team systematically reviewed over 20 journals and excluded 13 studies employing quantitative methods related to green campus impacts on mental health The findings are detailed in a table that includes the article number, paper title, underlying theories, independent variables, mediators, and dependent variables.
Table 2.1 Summary of previous finding
Name of paper Theories Independent variables
1 Where to take a study break on the college campus: An attention restoration theory perspective
- Indoor settings with limited views of nature
2 The Role of Nature in Coping with
- Recovery from physiological stress and mental fatigue
3 Green Campus initiative and its impacts on quality of life of stakeholders in Green and
- Quality of life of stakeholders in Green and
4 How is high school greenness related to students' restoration and health?
- Perceived restorative-ne ss of high school greenness
- Students’ stress,mental health, physi-cal health, and quality of life
5 The effect of natural setting on stress reduction (Yao et al.,
6 Characteristics of urban green spaces in relation to aesthetic preference and stress recovery
-The restorative usage patterns of the campus outdoor spaces
8 The restorative potential of a university campus:
Objective greenness and student perceptions in
Spaces on Physical and Mental
-The characteris-lic s of urban green spaces and their dimensions
-The availability and accessibility dimension
- Health impacts of urban green spaces
Sensory Dimensions and the Mediation
How perceived sensory dimensions of urban green spaces are associated with teenagers’ perceived restoration, stress, and menial health?
- Teenagers' perceived restorative-n ess, stress, and mental health
Resident Satisfaction of Urban Green
- Mental Health of College Students
The table presents research papers spanning from 2009 to 2022, focusing on green campus spaces in regions including China, Myanmar, Korea, and Beijing Below, we will summarize the number of iterations and examine the factors contributing to the inconsistent results identified by the research team in Table 2.1.
Table 2.2 Analysis of factors of green campus spaces affecting mental health
1 Where to lake a study break on the college campus: An attention restoration theory perspective (Felsten, 2009)
2 The Role of Nature in
Stress: A Literature Review on Restorativeness (Berto,
3 Green Campus initiative and its impacts on quality of life of stakeholders in Green and
Non-Green Campus universities (Tiyarattanachai
4 The effect of natural setting on stress reduction
5 Characteristics of urban green spaces in relation to aesthetic preference and stress recovery (Yao Ct al.,
6 Attention Restoration Space on a University Campus:
Environmental Preferences of Students (Wang et al.,
7 Impacts of Green Spaces on
8 How perceived sensory dimensions of urban green spaces are associated with teenagers’ perceived restoration, stress, and mental health? (Gulwadi.,
Urban Green Spaces through the Lens of
11 How perceived sensory dimensions of urban green spaces are associated with teenagers’ perceived
Urban Green Spaces through the Lens of
Landscnscs Ecology (He Ct al., 2022)
Descriptions of constructs
Stress Reduction Theory (SRT) is a key concept in environmental psychology that posits exposure to natural environments decreases mental stress, while artificial settings tend to increase it (Ulrich et al., 1991) Numerous studies have explored this theory by comparing the stress-reducing effects of various natural and urban environments (Bratman et al., 2019; Yao, Zhang, & Gong, 2021) However, there has been limited focus on the mechanisms through which these environments affect mental stress, particularly in densely populated cities As a result, SRT may not fully account for the impact of high-density urban settings on individuals' mental well-being.
The Stress Recovery Theory (SRT) posits that an individual's emotional and physiological state, such as being stressed or relaxed, influences their perception of the natural environment before any interaction occurs This initial state shapes what aspects of the environment are noticed, leading to immediate affective reactions—such as feelings of like or dislike—and automatic behavioral responses These initial emotional reactions then inform cognitive evaluations regarding the environment's relevance to well-being and personal safety Consequently, this cognitive appraisal can alter the original emotional response and generate further emotional reactions, ultimately affecting physiological arousal and behavior.
Figure 2.1 Simplified version of the Stress Reduction Theory of affective/arousal response to a natural environment (Based on Ulrich 1983)
The Stress Reduction Theory (SRT) highlights the significant relationship between exposure to green spaces and mental health, making it a crucial focus for research on factors influencing psychological well-being Our group's investigation aimed to explore this concept further, as articulated by Abrahamse.
By enabling a comprehensive analysis of the factors impacting internal sentiments, it offers a useful framework for assessing students' mental health.
2.3.1.2 Physical perception and Mental health
Research indicates a strong link between students' perceptions of a green campus environment and their mental health Individuals who view their campus as eco-friendly and rich in green spaces tend to experience improved mental health outcomes, in contrast to those who see their campus as deficient in sustainability features.
Research indicates that green spaces significantly reduce stress levels compared to non-green environments Ulrich's Stress Reduction Theory (1991) highlights the positive impact of exposure to greenery on stress Additionally, Kaplan's Attention Restoration Theory (1995) emphasizes that natural settings with features like vegetation and open vistas promote cognitive restoration and enhance mental well-being.
Numerous studies highlight the significant impact of green spaces' physical attributes on mental health Research by Van Den Berg, Hartig, and Staats (2007) underscores the role of vegetation and complexity in reducing stress and enhancing mental well-being Additionally, Jiang et al (2015) found that exposure to natural elements like trees and shrubs can lead to positive reductions in stress Based on these findings, our group hypothesizes that individuals who have a positive perception of the physical characteristics of green campus spaces will experience improved mental health outcomes.
Hl: Physical perception has a significantly positive impact on mental health
2.3.1.3 Aesthetic cognition and Mental health
Research by Herzog and Strevey (2008) highlights the significant role of aesthetic preferences in shaping emotional responses and aiding stress recovery in natural settings Additional studies indicate that aesthetic experiences can positively impact mental health (Herzog et al., 2003; Van Den Berg et al., 2003) Furthermore, factor analysis reveals a strong correlation between pleasant feelings, aesthetic preference, and semantic pleasantness assessments, underscoring their affective nature (Osgood).
1962), generally load on one same dimension, these variables can be measured independently (Calvin et al., 1972; Zube, 1976).
Research suggests that aesthetic preference significantly influences emotional pleasantness Based on this understanding, we propose that individuals who engage with the aesthetic aspects of green campus spaces are likely to experience enhanced mental health benefits.
H2: Aesthetic cognition has a significantly positive impact on mental health
2.3.1.4 Psychological cognition and Mental health
The Biophilia Hypothesis, introduced by Wilson in 1984, suggests that humans possess an innate desire to connect with the natural world, influenced by our biology, culture, and evolutionary history This concept highlights the advantages of biophilic design, conservation efforts, and the integration of nature within technology, emphasizing the importance of natural elements in our lives.
People's perceptions and emotional responses to green spaces significantly influence their mental health, as highlighted by Kellert and Wilson (1993) Engaging with nature has been associated with reduced stress, enhanced mood, heightened attention, and improved overall well-being This connection underscores the importance of subjective experiences in understanding how green spaces positively affect mental health, reinforcing a holistic view of nature's impact on psychological well-being.
A study by Roe and Aspinall (2011) highlights that the mental and emotional connections to nature, including personal preferences for beauty and cognitive engagement, significantly reduce stress and promote mental well-being Positive emotions towards green environments are particularly beneficial for individuals walking in rural areas, enhancing their overall health.
H3: Psychological cognition has a significantly positive impact on mental health
2.3.1.5 Perception about public facilities and Mental health
Kaplan and Kaplan (1989) introduced the concept of "restorative environments," highlighting the importance of well-maintained and aesthetically pleasing public facilities within green spaces These environments serve as vital agents of restoration, effectively reducing mental fatigue and stress This perspective emphasizes that the design and maintenance of public spaces are crucial for enhancing mental health outcomes, making them essential beyond mere aesthetic appeal.
Our research hypothesis suggests that individuals who view public facilities in green campus environments are likely to experience better mental health outcomes This relationship may be significantly influenced by factors such as an increased sense of safety, enhanced social cohesion, and overall satisfaction stemming from the availability of well-designed and easily accessible public amenities that blend harmoniously with the surrounding greenery.
H4: Perception about public facilities has a significantly positive impact on mental health
The research topic which the team carried out is still relatively new, therefore the group omitted some variables that arc not suitable for the research object.
Specifically in this study, the research team based on the two formed the basis for the proposed research model, as follows:
The research team utilized previously reviewed studies, focusing on two key models by Wanting Liu et al (2022) and Sinan He et al (2022), to explore the significant indirect effects of campus green spaces on college students' mental health.
The research findings reveal an intermediary effect within the path of aesthetic cognition, as highlighted by Sinan He et al Their study concludes that aesthetic cognition not only directly influences resident satisfaction but also significantly affects psychological cognition, suggesting that psychological cognition has a more substantial impact overall.
THE METHODOLOGY
Research process
The project is carried out in a process that goes through 3 stages (Figure 3.1), with specific content as follow:
Stage 1: Invest research model and slate research hypotheses
- Identify research problem and research gap Then state the purpose of research and research questions.
- Conduct literature review and examine summarily topic-related researches.
- From the process of synthesizing and analyzing relationships and results of experimental test, invest research model and slate research hypotheses.
Stage 2: Preliminary research with the goal of accomplishing official questionnaire survey.
To create a draft questionnaire, it is essential to review relevant literature, which aids in identifying key content and constructing a measurement scale for research concepts This process also ensures the validity of the content related to observational variables, thereby enhancing the overall quality and reliability of the research.
The preliminary qualitative research conducted through group discussions focused on respondents to refine the semantic measurement scale This process ensured that the final outcome was a well-adjusted official questionnaire tailored to the research context.
The official quantitative research data was gathered through a questionnaire targeting students at the University of Economics Ho Chi Minh City (UEH), specifically those who have visited the green campus at least once The analysis involved evaluating measurement models and assessing the reliability of observational variables, including internal consistency reliability, convergent validity, and discriminant validity of the research concepts Additionally, the structural model was evaluated to test hypotheses and the research model, addressing multicollinearity issues, the coefficient of determination (R²), and the significance of path coefficients The differences arising from categorical moderating variables in the relationships between research concepts across separate responder groups were examined using multigroup analysis (MGA).
- The data used in research is collected by online survey which is conducted by Google Form tool; then the data is proceeded by Smart PLS 3.3.5 software.
(Reason of choosing topic, purpose of research, )
Preliminary qualitative research Group discussion (11=5)
• Collect, encode and clean data
• Drawback and future raraTTa rrì nvra ÍĨÍĨĨ
The method of data collection
The authors employed a comprehensive data collection method by referencing and synthesizing relevant research articles that examine the impact of green factors on students' mental health at UEH's campus Additionally, they developed a questionnaire to gather direct feedback and evaluations from UEH students regarding their experiences and perceptions.
Measurement of scales
The measurement items for the study were derived from a comprehensive literature review, utilizing previously validated instruments tailored to the context of UEII students The constructs of physical perception (PP), aesthetic cognition (AC), and psychological cognition (PC) were adapted from He et al (2022), employing a 5-item scale Mental health, the dependent variable, was assessed using a 6-item scale based on Topp et al (2015) The questionnaire comprised two sections: one gathering basic demographic information, including gender, education level, and training units, and the other focusing on respondents' perceptions of the university's green campus spaces and their impact on mental health In total, 16 items were evaluated using 5-point Likert-type scales, while the mental health items utilized a 6-point scale, facilitating a nuanced understanding of the relationship between campus environments and students' mental well-being.
The variable scale is modified according to the research conducted by Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, and Longyu Shi (2022), encompassing four observed variables labeled from PPI to PP6.
Original items Adapted items Source pp
Impact of building spaces, light, etc., in Green Campus on student's visual perception.
1 feel comfortable when looking at building spaces, light, etc in Green Campus.
He, Dingkai Chen, Xiaoqi Shang, Linwei Han, Longyu Shi (2022) pp
Comfortable sensation of temperature in residential green space.
I feel comfortable with temperature in Green Campus pp
Comfortable sensation of humidity in residential green space.
I feel comfortable with the humidity in the Green
Improvement of air freshness by dust removal effect of plants and negative air ions provision.
I feel that improvement of air freshness by dust removal effects of plants and negative air is good. pp
Scent of trees, grass and flowers.
I feel comfortable with the scent of trees, grass, and flowers. pp
Denoising function provided by plants.
I think the denoising function provided by plants is good.
The study by Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, and Longyu Shi
(2022) is the source of the Aesthetic Cognition scale This scale includes 4 observed variables, denoted from AC 1 lo AC4.
Table 3.2 The scale of “Aesthetic Cognition”
Original Items Adapted items Source
Landscape and plant component diversity and color richness.
Our campus has a rich variety of landscape, plant components and color.
Adjusted based on Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, Longyu Shi(2022)
Conformity of the space ratio of natural landscapes and buildings.
Our campus has reasonable conformity of the space ratio of natural landscapes and buildings.
The sense of order and the vestige of manual maintenance of ecological infrastructures in the neighborhood.
I can feel the sense of order and the vestige of manual maintenance of ecological infrastructures in the campus.
The area ratio of green space in the neighborhood.
The area ratio of green space in our campus is large and comfortable.
The Psychological Cognition scale, derived from the research of Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, and Longyu Shi (2022), comprises three observed variables labeled PCI, PC2, and PC3.
Table 3.3 The scale of “Psychological Cognition”
Original items Adapted items Source
The feeling that personal privacy is protected.
I feel that my personal privacy is protected.
Adjusted based on Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, Longyu Shi(2022)
Senses of identification, affection, and attachment to the neighborhood.
I feel senses of identification, affection and attachment to the student community.
A willingness to stay in a public green space where people congregate and to associate with people.
I am willing to stay in a green space where people congregate and to associate with people.
3.3.4 Perception About Public Facilities scale
A research report by Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, and Longyu Shi (2022) led to the development of the Perception About Public Facilities scale, which incorporates three observed variables, labeled PAPF1, PAPF2, and PAPF3.
Table 3.4 The scale of “Perception About Public Facilities”
Original items Adapted items Source
Our campus has good quality building facilities.
Adjusted based on Sinan He, Dingkai Chen, Xiaoqi Shang, Linwei Han, Longyu Shi (2022)
Transport condition at the location of residence
Transport conditions at our campus are convenient.
Services such as cleaning, security, etc.
Services such as cleaning, security, etc are good.
In this study, we utilize the WHO-5 Well-being Index to assess "Mental Health," which comprises five positively phrased items (MH1 to MH5) reflecting respondents' feelings over the past two weeks A 6-point Likert-type scale is employed, ranging from "All of the time = 6" to "At no time = 1." The total score, which can vary from 5 to 30, is calculated by summing the responses, where a score of 5 indicates the lowest quality of life and 30 represents the highest level of well-being.
Table 3.5 The scale of “Mental Health”
Over the past two weeks, I have felt cheerful and in good spirits.
& Bech, p (2015) (based on WHO-5 of Winther
Over the past 2 weeks, I have felt calm and relaxed.
Over the past 2 weeks, I have felt active and vigorous.
Over the past 2 weeks, I have felt fresh and rested.
Over the past 2 weeks, my daily life has been filled with interesting things.
Sampling method - Quantitative research
Estimating the minimal sample size is a crucial challenge in PLS-SEM, with the "10-times rule" being a widely used method for this purpose Proposed by Hair et al (2011), this rule suggests that the sample size should be at least ten times the highest number of connections to any latent variable in the model While this approach is favored for its simplicity among PLS-SEM practitioners, research by Goodhue et al (2012) has indicated that it may yield unreliable estimates.
The minimum sample size requirement should consider the statistical power of the estimates According to Hair Ct all (2021), researchers can consider power tables (Cohen,
In their research, the authors aim for a statistical power level of 80% while establishing a model with a maximum of four arrows directed at a construct They set a significance level of 5%, which requires a minimum sample size of 137 participants To ensure reliability and meet this sample size, they recommend designing a questionnaire and collecting data from 233 respondents.
A cross-sectional research design was employed to gather empirical data at UEH University, a prominent institution in the country with over 30,000 students enrolled in various programs from Bachelor's to Doctorate The university has actively integrated technology into its educational framework, implementing policies that support E-learning and utilizing an online training system (LMS) based on open-source Moodle code, which has been in place since 2016.
This study employed a non-probability sampling method utilizing convenience sampling An online survey was conducted using a questionnaire created with Google Forms, which was distributed to students at UEH University who had completed at least one online learning class The official questionnaire can be found in Appendix 1.
After conducting an online survey that garnered 233 responses, the research team filtered the data to eliminate duplicates, resulting in 227 valid responses Before proceeding with further analysis on this official sample, the data underwent coding and cleaning to remove any missing responses and those that exhibited repetitive patterns.
After collecting, coding, and cleaning the data, the authors employed Partial Least Squares Structural Equation Modeling (PLS-SEM) for further analysis This method evaluates both the measurement and structural models, assessing the internal consistency reliability, convergent validity, and discriminant validity of the measurement scales The structural model evaluation addresses potential collinearity issues and considers key estimates such as the determination coefficient (R²) and influence coefficient (f²) To test the research hypotheses, the analysis highlights the magnitude and statistical significance of relationships Additionally, a multigroup analysis (MGA) was conducted to explore differences in relationships between research concepts across various respondent groups based on categorical moderator variables Data analysis was performed using SmartPLS 4.1.0.0 software.
RESEARCH RESULT
Descriptive statistics of the survey sample
Our research team collected data from 227 UEH students using a Google Form questionnaire After thoroughly reviewing the responses, we confirmed that these 227 answers met our research objectives Consequently, the statistical findings are presented in pie charts, summarizing the key information.
Batch Sophomore 17 7.49 of Junior 24 10.57 students Senior 3 1.32
UEH UEH College of Economics, Law and 28 12.33 training Government units UEH College of Technology and Design 20 8.81
UEH- Intel-national School of Business 18 7.93
Measurement model assessment
The initial phase of assessing a reflective measurement model entails analyzing the indicator loadings, as suggested by Hair et al (2019) A loading threshold of greater than 0.708 is recommended, signifying that the construct explains over 50% of the variance in the indicators, thus ensuring acceptable item reliability In this assessment, only one item, PP6, did not meet the criteria and was consequently removed, while all remaining items exceeded the 0.708 threshold, confirming their reliability (Table 2).
Table 4.2 Measurement model assessment-Item Reliability', Internal Consistency
About Public PAPF2 0.893 Dingkai Chen,
Internal Consistency Reliability and Convergent Validity
Reliability measurement is primarily assessed through internal consistency, utilizing Cronbach’s alpha and composite reliability (C.R.) According to Hair et al (2019), values between 0.7 and 0.9 are deemed satisfactory for confirmative studies As shown in Table 2, the construct MH exhibits the highest internal consistency reliability with a Cronbach’s Alpha of 0.920 and a C.R of 0.940, while construct PC meets the acceptable thresholds with a Cronbach’s Alpha of 0.741 and a C.R of 0.853, indicating that the measurement model's reliability is adequate.
To assess convergent validity, average variance extracted (AVE) values were calculated for each construct, with a minimum acceptable AVE of 0.50 as per Hair et al (2019) This threshold indicates that a construct should explain at least 50% of the variance in its items All constructs in this study met the minimum AVE requirements, with values ranging from 0.614 for AC to 0.760 for MH, demonstrating satisfactory levels of convergent validity across the measurements.
The Heterotrait-Monotrait ratio (HTMT) is recommended as a more reliable criterion for assessing discriminant validity compared to traditional methods Discriminant validity measures how distinct a construct is from others based on empirical standards (Hair et al., 2019) According to Henseler et al (2015), an HTMT ratio exceeding 0.85 indicates a lack of discriminant validity for conceptually distinct constructs However, the data analysis revealed that all pairs of constructs had HTMT values below this threshold (Table 3), confirming the presence of discriminant validity.
'fable 4.3 Discriminant Validity - HTMT ratio
AC MH PAPF pp PC
The ideal VIF threshold value should be less than 3, and the analysis showed that all combinations of endogenous and related external constructs had VIF values below this cut-off, with some even under 2, indicating that collinearity is not a significant concern in the structural model It is essential to examine collinearity issues before assessing structural linkages, as high levels can skew path coefficient estimations Additionally, the R2 coefficient serves as a measure of the model’s predictive strength, with findings revealing that the exogenous constructs accounted for 35.6% of the variation in the MH construct (R2 = 0.356; adjusted R2 = 0.344).
Table 4.4 Structural model assessment—R2/R2adj coefficients and VIF values
The PLS-SEM technique provides path coefficients that illustrate the proposed relationships between different constructs Following the guidelines of Hair et al (2021), we employed a bootstrapping method with 10,000 subsamples to test our hypotheses This process allows for the computation of standard errors for the coefficients, resulting in p-values that determine the statistical significance of each coefficient A p-value below 0.05 indicates a significant association, adhering to a 5% significance level The results of the hypothesis testing are summarized in Table 4.5.
Figure 4.1 Result of Structural Equation Modeling (SEM)
Table 4.5 Measurement model assessment-Item Reliability, Internal Consistency
CONCLUSION AND RECOMMENDATION
Recommendation
To enhance and preserve green spaces on campuses, US authors recommend that UEH managers focus on several key strategies to support students' mental health Firstly, they should create diverse areas featuring plants known for their therapeutic properties, such as lavender and chamomile, to stimulate students' senses Secondly, the installation of adjustable roofs and humidifiers can help maintain optimal temperature and humidity levels, making these green spaces ideal for relaxation Lastly, ensuring that trees and flowers are well-maintained will not only provide pleasant aromas but also contribute to dust removal and noise reduction, fostering a healthier campus environment.
In terms of Perception About Public Facilities, UEH needs: (I) Invest in facilities to guarantee that they are well-maintained, and the number of damaged ones is minimized;
Limitation and Development
To enhance aesthetic cognition at UEH, it is essential to regularly prune plants for a neat and organized appearance, incorporate a diverse array of flowers to create a vibrant and inviting landscape, and maintain consistent hygiene practices to foster a sense of tranquility and revitalization among students.
Besides the contribution of the research, some limitations arc inevitable Duc to time, experience and resource limitations, the authors faced some difficulties and limitations.
Accessing audience segments through online data collection faces limitations, particularly when the sample size consists mainly of freshmen This demographic may lack carefulness and honesty in survey responses, leading to results that do not accurately reflect the broader population Additionally, respondents are often familiar with one another and reside in the same areas, introducing a potential "sampling bias" that can compromise the objectivity and accuracy of the research findings.
The research model indicates that the relationship between the dependent variable and independent variables is not particularly strong, as evidenced by a relatively small Beta value This suggests that other factors related to the Green Campus may also influence students' mental health.
The research is limited to the University of Economics Ho Chi Minh City (UEH), which may result in a narrower understanding of how Green Campus initiatives affect the mental health of students at other universities.
During the project implementation, the author encountered several challenges To further develop and enhance this research, our group has proposed several strategic directions for future growth.
To obtain reliable data, it is advisable to conduct surveys in person rather than solely online, as this approach can mitigate issues related to data trustworthiness Additionally, surveying a wide range of courses and engaging with a diverse group of UEH students will yield more comprehensive and insightful results, rather than concentrating on a limited demographic.
Enhancing data collection through proven techniques significantly improves the reliability of datasets By focusing on refining the data analysis process, we can achieve greater depth and expertise in the subject matter, ultimately maximizing the reliability of analysis results and conclusions.
To enhance our understanding of students' mental health in a green campus environment, it is essential to expand our research efforts to identify previously overlooked variables By building on our initial findings, we aim to develop more comprehensive models that encompass all factors affecting mental well-being in this unique setting.
The initiative aims to broaden research beyond ƯEH University to include universities, colleges, and various organizations across the country, focusing on the role of green landscapes in educational environments and their effects on student mental health This comprehensive study will explore the benefits of integrating green spaces in campuses and propose effective strategies to enhance student well-being through the positive impacts of nature.
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Appendix 1: The content of the survey
Chúng tôi là nhóm sinh viên tại Đại học Kinh tế TP.HCM (UEH) đang thực hiện khảo sát về "Khuôn viên xanh và sức khỏe tinh thần của sinh viên UEH" Chúng tôi rất mong mọi người dành chút thời gian để hoàn thành bảng khảo sát này Sự giúp đỡ của mọi người sẽ là nguồn thông tin quan trọng cho quá trình nghiên cứu của nhóm chúng tôi.
Chúng minh cam kẻt những thông tin thu thập được từ các bạn sè được bao mật tuyệt đôi và chỉ dùng cho duy nhất mục đích nghiên cứu.
Xin chân thành cám ơn tất cá các bạn.
Bạn là sinh viên năm:
Bạn thuộc đon vị đào tạo:
• □ Trường kinh tế, luật và quản lý nhà nước UEH
• □ Trường công nghệ và thiết kế UEH
• □ Phân hiệu Vinh Long UEH
• □ Đơn vị Đào tạo quốc tế
Các câu hói dưới đây sỗ được trá lời theo thang đo với 5 mức độ:
1- Rất không đồng ý, 2- Không đồng ý, 3-Trung lập, 4-Đồng ý, 5-Rất đồng ý l.Cảm nhận vật lý
Bạn cám thây dề chịu khi nhìn không gian và ánh sáng trong khuôn viên xanh cùa trường:
Bạn câm thấy thoái mái với nhiệt độ trong không gian xanh:
Bạn cám thấy dề chịu với độ âm trong không gian xanh:
Bạn cám thây thoải mái bới sự cải thiện không khí trong lành nhờ sự loại bo bụi của cây và cung cấp ion âm cho không khí:
Bạn càm thấy dồ chịu với mùi hương cùa cây, cớ, hoa trong khuôn viên xanh:
Bạn cho răng cây xanh giúp giảm tiêng ôn trong khuôn viên xanh:
Bạn cảm thảy không gian trong khuôn viên xanh, màu sãc cây côi phong phú và đa dạng:
Bạn cám thây tỳ lệ khuôn viên xanh và những khu vực khác cua trường được phân chia hợp lý:
Bạn có thô cám nhận được trật tự và dấu tích cua việc bảo trì thù công cơ sờ hạ lâng sinh thái trong không gian xanh:
Bạn cam thấy diện lích trong khuôn viên xanh thoáng đãng và rộng rãi:
4.Cảm nhận CO' sò’ vật chất
Bạn cám thấy quyền riêng tư cá nhân cua bạn được đâm báo khi ờ trong không gian xanh:
Bạn có thê câm nhận dược cảm giác dông nhât và sự găn kêt với không gian xanh:
Bạn sằn sàng ờ trong không gian xanh - nơi mọi người tụ tập và giao lưu với mọi người:
Bạn càm thây chât lượng cơ sờ vật chât trong khuôn viên xanh tại UEH tốt:
Bạn cảm thây điêu kiện đi lại tại khuôn viên xanh dề dàng và thuận tiện:
Bạn cám thây an ninh và vân đê vệ sinh trong khuôn viên xanh tôt:
Phần 2: Sức khỏe tinh thần
Các câu hói dưới đây sẽ được trá lời theo thang đo với 6 mức độ về bạn cám thấy the nào trong 2 tuấn vừa qua:
1-Không lúc nào, 2-Đôi lúc, 3-ít hơn một nửa thòi gian, 4-Mơn một nửa thòi gian, 5-Hầu hết thòi gian, 6-Luôn Luôn
Bạn cám thấy vui vé và có tinh thần tốt
Bạn càm thây bình tình và thư giàn
— Bạn cảm thấy năng động và tràn đầy sức sống
Bạn cám thây sảng khoái và thoái mái
Cuộc sông hàng ngày của bạn tràn ngập những điêu khiên bạn quan tâm
Appendix 2: Result of Measurement model analysis
Aesthetic Cognition Mental Health Perception about public facilities Physical Perception Psychological Cognition
Aesthetic Cognition Mental Health Perception about public facilities Physical Perception Psychological Cognition Aesthetic Cognition
Appendix 3: Result of Structural model analysis
R-square R-square adjusted Mental Health 0.356 0.344
Original sample(0) Sample mean(M) Standard deviation (STDEV) T statistics (10/STDEVI) p values Aesthetic Cognition -> Mental Health
Perception about public facilities -> Mental Health