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How Cultural Backgrounds Affect Perceived Restorativeness of Campus Outdoor Spaces: A Pilot Study in China’s Multi-Ethnic Region

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  • Chanchan Dong

    (College of Landscape Architecture and Arts, Northwest A&F University, Yangling 712100, China
    College of Forestry and Landscape Architecture, Xinjiang Agricultural University, Urumqi 830052, China)

  • Tian Gao

    (College of Landscape Architecture and Arts, Northwest A&F University, Yangling 712100, China)

  • Ling Qiu

    (College of Landscape Architecture and Arts, Northwest A&F University, Yangling 712100, China)

  • Jiangtao Jiu

    (College of Forestry and Landscape Architecture, Xinjiang Agricultural University, Urumqi 830052, China)

  • Wei Yuan

    (College of Forestry and Landscape Architecture, Xinjiang Agricultural University, Urumqi 830052, China)

  • Tao Xiao

    (College of Forestry and Landscape Architecture, Xinjiang Agricultural University, Urumqi 830052, China)

  • Fucai Liu

    (College of Forestry and Landscape Architecture, Xinjiang Agricultural University, Urumqi 830052, China)

Abstract

Enhancing the psychological well-being of college students through campus environment design is crucial, particularly in multi-ethnic regions where students’ restoration perceptions may be shaped by their cultural backgrounds. This study investigated the impact of four types of campus outdoor spaces on students’ restorative perceptions in Xinjiang, China’s multi-ethnic region, employing interviews and questionnaires. The results indicated that green and blue spaces had the highest restorative potential. Ethnicity significantly influenced perceived restoration, with Uyghur students exhibiting higher restorative perceptions in gray and green spaces compared to Han students. Uyghur students’ restoration perceptions were more closely associated with cultural displays and social support, and they were more sensitive to spatial types and environmental details. Furthermore, Uyghur students demonstrated higher restorative perceptions during social and reading activities, while Han students benefited more from contemplative activities. In conclusion, campus environment design should take into account ethnic cultural differences and behavioral habits to meet diverse psychological needs. This study offers targeted guidance for optimizing campus environments in Xinjiang, emphasizing the integration of ethnic cultural elements to create a multicultural and supportive campus landscape atmosphere.

Suggested Citation

  • Chanchan Dong & Tian Gao & Ling Qiu & Jiangtao Jiu & Wei Yuan & Tao Xiao & Fucai Liu, 2025. "How Cultural Backgrounds Affect Perceived Restorativeness of Campus Outdoor Spaces: A Pilot Study in China’s Multi-Ethnic Region," Land, MDPI, vol. 14(4), pages 1-23, March.
    • Handle: RePEc:gam:jlands:v:14:y:2025:i:4:p:679-:d:1618622
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    References listed on IDEAS

    as
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    2. Michelle F. Wright & Sebastian Wachs, 2023. "Cyberbullying Involvement and Depression among Elementary School, Middle School, High School, and University Students: The Role of Social Support and Gender," IJERPH, MDPI, vol. 20(4), pages 1-15, February.
    3. Ping Zhang & Qianyi He & Zexuan Chen & Xi Li & Jun Ma, 2022. "An Empirical Study on the Promotion of Students’ Physiological and Psychological Recovery in Green Space on Campuses in the Post-Epidemic Era," IJERPH, MDPI, vol. 20(1), pages 1-25, December.
    4. Helena Nordh & Caroline M. Hagerhall & Kenneth Holmqvist, 2013. "Tracking Restorative Components: Patterns in Eye Movements as a Consequence of a Restorative Rating Task," Landscape Research, Taylor & Francis Journals, vol. 38(1), pages 101-116, February.
    5. Yating Li & Shuoxian Wu & Jianzhen Qiu & Tong Wei, 2024. "Sustainable University Campuses: Temporal and Spatial Characteristics of Lightscapes in Outdoor Spaces," Sustainability, MDPI, vol. 16(17), pages 1-23, August.
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