Effects of a Nature-Based Art Intervention on Students’ Stress and Well-Being

Abstract

The university period represents a critical transitional phase characterized by multidimensional stressors, including academic pressure, social adjustment processes, financial concerns, and increasing screen time. Continuous connectivity places additional strain on students’ attentional control and emotional regulation capacities, thereby increasing psychological vulnerability. In this context, Ecotherapy (Nature-Based Therapy) has emerged as an effective approach that foregrounds the psychophysiological restorative effects of contact with nature. The therapeutic mechanisms of ecotherapy are commonly interpreted through Stress Reduction Theory (SRT), which emphasizes the rapid attenuation of physiological stress responses in natural environments, and Attention Restoration Theory (ART), which explains cognitive recovery through reduced directed-attention demands. The present study aims to examine the effects of a nature-based art intervention, inspired by principles of horticultural therapy, on students’ perceived stress levels and well-being. Employing a pre-test–post-test design, the intervention consisted of pinecone collection in an outdoor setting followed by creative art production in an indoor studio, with outcomes assessed through self-reported questionnaires. The findings indicate post-intervention reductions in internal stress indicators, alongside positive changes in well-being components such as energy, present-moment awareness, and emotional balance. Overall, the results suggest that nature-based creative practices constitute an accessible intervention with potential to support students’ stress coping and psychological restoration processes.