The effects and gender-related differences of guided forest therapy program on physiological and psychological health of graduating college students
Bibliographic record
Abstract
Forest therapy has been proven to have a quantifiable positive impact on human physiological and psychological health. Given that Graduating Students at University are easy to stress due to changes in life, pressure from their studies, and independence in finance. The main purpose of this research was to explore the effects of guided forest therapy on graduating college students through a field experiment. This paper investigated the pressure of graduating college students and their needs for forest therapy and explored the psychological and physiological changes after guiding forest therapy. This study also analyzed gender-related psychological and physiological differences. Thirty-six healthy graduating college students were invited to participate in a 2-h forest therapy program. Likert Scales were used to assess students' pressure and the demand for forest therapy. Most of the students are facing the pressure of graduation and are willing to participate in forest therapy. Systolic and diastolic blood pressure, pulse rate, and HRV were used as physiological measurement indices. Our physiological results indicated that blood pressure significantly decreased, the high-frequency component of HRV (HF) was significantly larger, and the low-to-high-frequency component ratio (LF/HF) was smaller after the forest therapy program, and some beneficial changes in females were more significant than that in males. The participants' mean HR decreased throughout the forest therapy, but there were no significant differences. Mental status was assessed before and after forest therapy using the Profile of Mood States (POMS), employment stress scale and State-Trait Anxiety Inventory (STAI) for participants. Overall, the guided forest therapy program effectively reduced participants' employment stress and state anxiety. Our research showed that guided forest therapies have positive physiological and psychological benefits for graduating college students. In addition, females obtain more positive physiological benefits than males, and males obtain more positive psychological benefits than females throughout forest therapy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".