學術綠地對社會互動與健康福祉之影響

Abstract

近年來全球大學生的心理壓力持續升高，尋求心理協助的人數也逐漸增加，高等教育階段學生的心理健康需求日益受到重視。本研究以探討校園及都市綠地如何支持生心健康與社會連結為核心，並將研究過程分為四個階段： 第一階段：使用者生成內容分析，研究蒐集並分析使用者在Google評論上的內容，歸納都市脈絡中不同類型公園與校園綠地的環境特徵，剖析使用者的活動行為與感受差異。結果顯示，鄰里公園的使用者特別強調環境的安全、整潔以及情緒舒緩效益；都市公園與河濱公園則著重於季節性或特定時段的家庭休閒活動；校園公園與城市山坡公園聚焦於美感體驗和社群互動。這些發現初步揭示了綠地空間屬性對學生心理健康與社會交流的重要影響。 第二階段：為進一步瞭解大學生活圈的環境特徵與社交互動對學生心理健康的影響，研究根據前期文獻與概念框架設計問卷，並透過線上招募大學生參與填答，問卷內容涵蓋學生熟悉的公共空間類型指認、使用頻率與活動形式，以及個人孤獨感、歸屬感等心理指標的評估。結果顯示，環境的安全性、可及性與舒適度在多數情境下都能顯著提升學生的心理健康與歸屬感；然而，社交互動的頻次與愉悅程度在環境與心理健康關係中的中介效果未呈現穩定的一致性。 第三階段：研究進行即時評量實驗，透過穿戴式感測裝置與即時問卷掌握學生的生理反應與心理感受動態。參與者在日常活動中配戴可穿戴裝置，連續記錄心率、GPS 位置與環境氣候等資料，同時定時以手機回覆簡短問卷，回報當下的孤獨感、歸屬感與社交活動情形，以及每日的回顧問卷。此方法提供了學生在真實情境下孤獨感與歸屬感隨環境與社交狀況變化的即時關係。 第四階段：設計原則建構與應用，綜合前述各階段的研究發現，研究圍繞「安全性」、「可及性」、「舒適度」、「社交潛力」與「多功能性」五大核心概念，提出支持學生心理健康與社交潛能的校園綠地設計原則。透過整合前階段研究結果並借鑒既有的空間配置理論，發展一套校園綠地規劃指引，可供大學校園及都市綠地之設計參考，促進學生的心理健康與社會關係凝聚。 本研究四個階段的結果，在理論上深化了對校園環境特徵與學生心理健康及歸屬感關聯性的理解，驗證了空間環境對學生福祉的重要影響；在實務上則轉化研究發現為具體的設計指引，為營造支持心理健康與社會連結的校園及都市綠地提供了明確的規劃原則。

In recent years, college and university students around the world have experienced increasing levels of psychological stress, accompanied by a growing demand for mental health support. The mental well-being of students in higher education has therefore become an issue of growing academic and societal concern. This study investigates how campus and urban green spaces can support students’ physical and mental health as well as their social connectedness. The research is organized into four distinct stages: Stage 1: Analysis of User-Generated Content. This stage involved collecting and analyzing user comments posted on Google Reviews to identify the environmental features of different types of parks and campus green spaces within urban contexts. The study examined how these features shaped user behaviors and emotional experiences. The findings reveal that users of neighborhood parks particularly emphasized safety, cleanliness, and emotional relief; city parks and riverside parks were associated with seasonal or time-specific family leisure activities; and campus parks and urban hillside parks were more closely tied to aesthetic experiences and social interaction. These results provide preliminary evidence of how green space attributes affect student mental health and social engagement. Stage 2: Questionnaire Survey. To further verify the effects of environmental characteristics and social interaction on students’ psychological health, a questionnaire was developed based on prior literature and conceptual frameworks. University students were recruited online to complete the survey, which assessed their familiarity with local public spaces, usage frequency and activity types, and psychological indicators such as loneliness and sense of belonging. The results indicate that safety, accessibility, and comfort significantly enhance students’ mental health and sense of belonging in most situations. However, the mediating effects of social interaction frequency and pleasantness on the relationship between environment and well-being were not consistently observed. Stage 3: Ecological Momentary Assessment (EMA). A short-term field experiment using EMA methodology was conducted to capture real-time physiological and psychological responses of students. Participants wore wearable devices during their daily routines, continuously recording heart rate, GPS location, and environmental conditions. At designated times, participants also completed brief smartphone-based questionnaires reporting their current feelings of loneliness, belonging, and social activity. This approach offered immediate insights into how students’ psychological states fluctuated in relation to changes in their physical and social environments. Stage 4: Development and Application of Design Principles. Drawing upon the findings from the previous stages, this study proposed a set of design principles for campus green space planning based on five core environmental concepts: safety, accessibility, comfort, sociability, and multifunctionality. By integrating multi-phase results with established spatial design theories, the study produced a practical planning framework for campus and urban green space design. These principles aim to foster psychological well-being and community cohesion among students. Taken together, the four stages of this study provide a deeper theoretical understanding of how campus environmental features relate to students’ mental health and sense of belonging, and offer empirical validation of the important role those spatial environments play in promoting student well-being. Practically, the research findings have been translated into concrete design recommendations, offering actionable guidance for planners and designers seeking to create greener, healthier, and more socially connected educational environments.