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Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an und...

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Autores principales: Driller, Matthew, Suppiah, Haresh, Gastin, Paul B., Beaven, Christopher M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8788481/
https://www.ncbi.nlm.nih.gov/pubmed/35076483
http://dx.doi.org/10.3390/clockssleep4010001
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author Driller, Matthew
Suppiah, Haresh
Gastin, Paul B.
Beaven, Christopher M.
author_facet Driller, Matthew
Suppiah, Haresh
Gastin, Paul B.
Beaven, Christopher M.
author_sort Driller, Matthew
collection PubMed
description This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.
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spelling pubmed-87884812022-01-26 Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students Driller, Matthew Suppiah, Haresh Gastin, Paul B. Beaven, Christopher M. Clocks Sleep Article This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students. MDPI 2021-12-28 /pmc/articles/PMC8788481/ /pubmed/35076483 http://dx.doi.org/10.3390/clockssleep4010001 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Driller, Matthew
Suppiah, Haresh
Gastin, Paul B.
Beaven, Christopher M.
Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title_full Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title_fullStr Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title_full_unstemmed Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title_short Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students
title_sort questionnaire-derived sleep habits and academic achievement in first year university students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8788481/
https://www.ncbi.nlm.nih.gov/pubmed/35076483
http://dx.doi.org/10.3390/clockssleep4010001
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