小学生绿地暴露与强迫行为

IF 5.2 2区心理学 Q1 ENVIRONMENTAL STUDIES

Environment and Behavior Pub Date : 2022-05-07 DOI:10.1177/00139165221095384

L. Ezpeleta, J. Navarro, L. Alonso, N. de la Osa, Albert Ambros, Mónica Ubalde, E. Penelo, P. Dadvand

{"title":"小学生绿地暴露与强迫行为","authors":"L. Ezpeleta, J. Navarro, L. Alonso, N. de la Osa, Albert Ambros, Mónica Ubalde, E. Penelo, P. Dadvand","doi":"10.1177/00139165221095384","DOIUrl":null,"url":null,"abstract":"Green environments are associated with improved child brain development and mental health. We study cross-sectionally the association of the availability of greenspace at home and school with obsessive-compulsive behaviors (OCB) in primary schoolchildren. Greenspace and tree cover surrounding home and school of 378 children aged 9 to 10 in Barcelona (Spain) were characterized using satellite-based indices [Normalized Difference Vegetation Index (NDVI), Modified Soil Adjusted Vegetation Index (MSAVI), Vegetation Continuous Field (VCF)] across buffers of 100, 300, and 500 m, and distance to the nearest green space. OCB was assessed with the Spence Children’s Anxiety Scale-Parent version. Linear and mixed effects models showed that greenspace at school, but not at home, was significantly related to a reduction in OCB across buffers, with benefits for girls and also children with graduate parents. Higher greenspace around the school might be associated with less obsessive-compulsive behavior in primary schoolchildren, especially in girls and those with higher socioeconomic status.","PeriodicalId":48374,"journal":{"name":"Environment and Behavior","volume":null,"pages":null},"PeriodicalIF":5.2000,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Greenspace Exposure and Obsessive-Compulsive Behaviors in Schoolchildren\",\"authors\":\"L. Ezpeleta, J. Navarro, L. Alonso, N. de la Osa, Albert Ambros, Mónica Ubalde, E. Penelo, P. Dadvand\",\"doi\":\"10.1177/00139165221095384\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Green environments are associated with improved child brain development and mental health. We study cross-sectionally the association of the availability of greenspace at home and school with obsessive-compulsive behaviors (OCB) in primary schoolchildren. Greenspace and tree cover surrounding home and school of 378 children aged 9 to 10 in Barcelona (Spain) were characterized using satellite-based indices [Normalized Difference Vegetation Index (NDVI), Modified Soil Adjusted Vegetation Index (MSAVI), Vegetation Continuous Field (VCF)] across buffers of 100, 300, and 500 m, and distance to the nearest green space. OCB was assessed with the Spence Children’s Anxiety Scale-Parent version. Linear and mixed effects models showed that greenspace at school, but not at home, was significantly related to a reduction in OCB across buffers, with benefits for girls and also children with graduate parents. Higher greenspace around the school might be associated with less obsessive-compulsive behavior in primary schoolchildren, especially in girls and those with higher socioeconomic status.\",\"PeriodicalId\":48374,\"journal\":{\"name\":\"Environment and Behavior\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.2000,\"publicationDate\":\"2022-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Environment and Behavior\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00139165221095384\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"ENVIRONMENTAL STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Environment and Behavior","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00139165221095384","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ENVIRONMENTAL STUDIES","Score":null,"Total":0}

引用次数: 1

摘要

绿色环境与改善儿童大脑发育和心理健康有关。我们横断面研究了家庭和学校绿地可用性与小学生强迫行为(OCB)的关系。利用卫星指数[归一化植被指数(NDVI)、改良土壤调整植被指数(MSAVI)、植被连续场(VCF)]，以及到最近绿地的距离，对西班牙巴塞罗那378名9至10岁儿童家和学校周围的绿地和树木覆盖进行了表征。使用斯宾塞儿童焦虑量表-家长版评估组织行为障碍。线性和混合效应模型显示，学校的绿地，而不是家里的绿地，与缓冲区中公民行为的减少显著相关，这对女孩和父母是毕业生的孩子都有好处。学校周围绿地面积越大，小学生的强迫症行为就越少，尤其是女生和社会经济地位较高的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Greenspace Exposure and Obsessive-Compulsive Behaviors in Schoolchildren

Green environments are associated with improved child brain development and mental health. We study cross-sectionally the association of the availability of greenspace at home and school with obsessive-compulsive behaviors (OCB) in primary schoolchildren. Greenspace and tree cover surrounding home and school of 378 children aged 9 to 10 in Barcelona (Spain) were characterized using satellite-based indices [Normalized Difference Vegetation Index (NDVI), Modified Soil Adjusted Vegetation Index (MSAVI), Vegetation Continuous Field (VCF)] across buffers of 100, 300, and 500 m, and distance to the nearest green space. OCB was assessed with the Spence Children’s Anxiety Scale-Parent version. Linear and mixed effects models showed that greenspace at school, but not at home, was significantly related to a reduction in OCB across buffers, with benefits for girls and also children with graduate parents. Higher greenspace around the school might be associated with less obsessive-compulsive behavior in primary schoolchildren, especially in girls and those with higher socioeconomic status.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Environment and Behavior Multiple-

CiteScore

13.30

自引率

1.80%

发文量

期刊介绍： Environment & Behavior is an interdisciplinary journal designed to report rigorous experimental and theoretical work focusing on the influence of the physical environment on human behavior at the individual, group, and institutional levels.