Articles
AFFECTIVE RESPONSE AND GROUP COHESION OF FEMALE UNIVERSITY STUDENTS IN HORTICULTURAL LECTURES AND LABORATORIES
Article number
639_4
Pages
45 – 50
Language
English
Abstract
Fourteen female university students from a horticultural laboratory (LAB) and 10 from a landscape lecture (LEC) class were compared in group cohesion and affective responses.
Initially, scores of group integration to social and task interactions were higher in LAB classes, as compared to LEC classes (p<0.05). After 12 weeks, overall group cohesion was slightly increased in both classes.
Emotional responses were positively related with group integration to task attraction in both classes.
Positive emotions tended to be higher in laboratory activities with living plants and multi-dimensional tasks.
In LAB classes, correlation coefficients between group integration and individuals attraction to social interactions were significantly increased after 12 weeks (p<0.05). This study suggests that different plant activities influence emotional responses that alter group cohesion.
Initially, scores of group integration to social and task interactions were higher in LAB classes, as compared to LEC classes (p<0.05). After 12 weeks, overall group cohesion was slightly increased in both classes.
Emotional responses were positively related with group integration to task attraction in both classes.
Positive emotions tended to be higher in laboratory activities with living plants and multi-dimensional tasks.
In LAB classes, correlation coefficients between group integration and individuals attraction to social interactions were significantly increased after 12 weeks (p<0.05). This study suggests that different plant activities influence emotional responses that alter group cohesion.
Authors
H. Cho, R.H. Mattson
Keywords
horticultural therapy, group environment, emotional response to plants, social interaction, horticultural activity
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