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Psychological benefits of green buildings

Authors :
Holmgren, Mattias
Holmgren, Mattias
Publication Year :
2016

Abstract

Some studies suggest that environmentally certified buildings may have psychological benefits for their occupants (e.g., higher perceived overall comfort and greater work place satisfaction). In my coming paper, I aim to investigate whether people will perceive a room as more comfortable and satisfactory following information regarding a bogus environmentally certification of the building in which the room are situated. The research procedure will consist of two conditions (i.e., one experimental and one control condition) and two measurements. Both conditions will first receive a questionnaire before a lecture regarding a survey exploring how students perceive the indoor environment in a classroom in which they are in, the questionnaire will also contain questions about environmental concern and pro-environmental. One month later the participants in the experimental condition will receive the exact same questionnaire but with complementary information telling them that the room has in the past month undergone certain interventions leading to an environmental certification, whereas the control condition will receive the exact same questionnaire again. The hypothesis is that the participants in the experimental condition will perceive the room as more comfortable compared to the control condition. An intriguing research question is if the participants in the experimental condition will score higher on pro-environmental behavior intentions and on environmental concern compared to the control condition, if this is the case it will have implications for previous studies showing that occupants of environmentally certified buildings have greater environmental concern compared to occupants in conventional buildings. Finally, the results will both methodologically and theoretically deepen the understanding about why “green” buildings can have psychological benefits.

Details

Database :
OAIster
Notes :
English
Publication Type :
Electronic Resource
Accession number :
edsoai.on1233516785
Document Type :
Electronic Resource