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Sleep disparities in the first month of college: implications for academic achievement

STUDY OBJECTIVE: We investigated sleep disparities and academic achievement in college. METHODS: Participants were 6,002 first-year college students attending a midsize private university in the southern United States [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color...

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Autores principales: Bermudez, Vanessa N, Fearon-Drake, Danielle, Wheelis, Meaghann, Cohenour, Michelle, Suntai, Zainab, Scullin, Michael K
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Oxford University Press 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104382/
https://www.ncbi.nlm.nih.gov/pubmed/37193411
http://dx.doi.org/10.1093/sleepadvances/zpac041
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author Bermudez, Vanessa N
Fearon-Drake, Danielle
Wheelis, Meaghann
Cohenour, Michelle
Suntai, Zainab
Scullin, Michael K
author_facet Bermudez, Vanessa N
Fearon-Drake, Danielle
Wheelis, Meaghann
Cohenour, Michelle
Suntai, Zainab
Scullin, Michael K
author_sort Bermudez, Vanessa N
collection PubMed
description STUDY OBJECTIVE: We investigated sleep disparities and academic achievement in college. METHODS: Participants were 6,002 first-year college students attending a midsize private university in the southern United States [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color (BIPOC) students]. During the first 3–5 weeks of college, students reported their typical weekday sleep duration, which we classified as short sleep (<7 hours), normal sleep (7–9 hours), or long sleep (>9 hours). RESULTS: The odds for short sleep were significantly greater in BIPOC students (95% CI: 1.34–1.66) and female students (95% CI: 1.09–1.35), and the odds for long sleep were greater in BIPOC students (95% CI: 1.38–3.08) and first-generation students (95% CI: 1.04–2.53). In adjusted models, financial burden, employment, stress, STEM academic major, student athlete status, and younger age explained unique variance in sleep duration, fully mediating disparities for females and first-generation students (but only partially mediating disparities for BIPOC students). Short and long sleep predicted worse GPA across students’ first year in college, even after controlling for high school academic index, demographics, and psychosocial variables. CONCLUSIONS: Higher education should address sleep health early in college to help remove barriers to success and reduce disparities.
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spelling pubmed-101043822023-05-15 Sleep disparities in the first month of college: implications for academic achievement Bermudez, Vanessa N Fearon-Drake, Danielle Wheelis, Meaghann Cohenour, Michelle Suntai, Zainab Scullin, Michael K Sleep Adv Original Article STUDY OBJECTIVE: We investigated sleep disparities and academic achievement in college. METHODS: Participants were 6,002 first-year college students attending a midsize private university in the southern United States [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color (BIPOC) students]. During the first 3–5 weeks of college, students reported their typical weekday sleep duration, which we classified as short sleep (<7 hours), normal sleep (7–9 hours), or long sleep (>9 hours). RESULTS: The odds for short sleep were significantly greater in BIPOC students (95% CI: 1.34–1.66) and female students (95% CI: 1.09–1.35), and the odds for long sleep were greater in BIPOC students (95% CI: 1.38–3.08) and first-generation students (95% CI: 1.04–2.53). In adjusted models, financial burden, employment, stress, STEM academic major, student athlete status, and younger age explained unique variance in sleep duration, fully mediating disparities for females and first-generation students (but only partially mediating disparities for BIPOC students). Short and long sleep predicted worse GPA across students’ first year in college, even after controlling for high school academic index, demographics, and psychosocial variables. CONCLUSIONS: Higher education should address sleep health early in college to help remove barriers to success and reduce disparities. Oxford University Press 2022-11-08 /pmc/articles/PMC10104382/ /pubmed/37193411 http://dx.doi.org/10.1093/sleepadvances/zpac041 Text en © The Author(s) 2022. Published by Oxford University Press on behalf of Sleep Research Society. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs licence (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial reproduction and distribution of the work, in any medium, provided the original work is not altered or transformed in any way, and that the work is properly cited. For commercial re-use, please contact journals.permissions@oup.com
spellingShingle Original Article
Bermudez, Vanessa N
Fearon-Drake, Danielle
Wheelis, Meaghann
Cohenour, Michelle
Suntai, Zainab
Scullin, Michael K
Sleep disparities in the first month of college: implications for academic achievement
title Sleep disparities in the first month of college: implications for academic achievement
title_full Sleep disparities in the first month of college: implications for academic achievement
title_fullStr Sleep disparities in the first month of college: implications for academic achievement
title_full_unstemmed Sleep disparities in the first month of college: implications for academic achievement
title_short Sleep disparities in the first month of college: implications for academic achievement
title_sort sleep disparities in the first month of college: implications for academic achievement
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10104382/
https://www.ncbi.nlm.nih.gov/pubmed/37193411
http://dx.doi.org/10.1093/sleepadvances/zpac041
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