Sleep Patterns of College Students at a Public University
TL;DR: Many students have sleep problems that may interfere with daily performance, such as driving and academics, and Circadian rhythm management, sleep hygiene, and white noise could ameliorate sleep difficulties.
Abstract: Objective: The authors' purpose in this study was to determine the sleep patterns of college students to identify problem areas and potential solutions. Participants: A total of 313 students returned completed surveys. Methods: A sleep survey was e-mailed to a random sample of students at a North Central university. Questions included individual sleep patterns, problems, and possible influencing factors. Results: Most students reported later bedtimes and rise times on weekends than they did on weekdays. More than 33% of the students took longer than 30 minutes to fall asleep, and 43% woke more than once nightly. More than 33% reported being tired during the day. The authors found no differences between freshmen, sophomores, juniors, seniors, and graduate students for time to fall asleep, number of night wakings, or total time slept each night. Conclusions: Many students have sleep problems that may interfere with daily performance, such as driving and academics. Circadian rhythm management, sleep hygiene,...
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TL;DR: Teaching students how to effectively manage sleep can improve their well-being and may also be a gateway topic for health care professionals to address sensitive health issues such as depression.
Abstract: Objective: Data about college student sleep were collected and used to develop an education campaign to improve sleep. Participants: On-campus residents at a large state university were surveyed on 4 occasions, October 2005 to April 2007. Sample size was 675 to 1,823 students. Fall 2005 mean age = 18.5 years, SD = 1.03 (range 18–30) years. Initial survey included 935 males and 1,859 females (2005–2006). Matched pairs data (2006–2007) included 91 males and 107 females. Twenty-six males and 22 females participated in interviews. Methods: A survey administered online included the Pittsburgh Sleep Quality Index, along with an 8-question in-person interview. Results: Poor sleep interacted with academics and mental health, and an education campaign positively affected student sleep. Conclusions: Teaching students how to effectively manage sleep can improve their well-being. Sleep may also be a gateway topic for health care professionals to address sensitive health issues such as depression.
211 citations
TL;DR: The results suggest that mindfulness is related to decreased stress, which in turn contributes to increased positive health perceptions and health behaviors, which support the utility of mindfulness in promoting physical and psychological health in college students.
Abstract: Objective: The investigators examined relations between mindfulness and health behaviors in college students, as well as the role of stress in mediating these effects. Participants: Participants were 553 undergraduates (385 females; mean age = 18.8 years, SD = 2.1) recruited from a university in the northeastern United States. Methods: Participants completed questionnaires assessing mindfulness, perceived health, health behaviors, health-related activity restriction, and stress. Data were collected from September 2007 through December 2007. Results: Overall perceived health and health-related activity restriction, as well as some health behaviors (eg, binge eating, sleep quality, and physical activity) were related to the Five-Factor Mindfulness Questionnaire and were partially mediated by stress. Conclusions: These results suggest that mindfulness is related to decreased stress, which in turn contributes to increased positive health perceptions and health behaviors. The findings support the util...
170 citations
TL;DR: It is hypothesized that students with depressive symptoms with SD would demonstrate a greater burden of comorbid psychiatric symptoms and functional impairment compared to students with depression symptoms without SD.
Abstract: Background
Sleep disturbance (SD) has complex associations with depression, both preceding and following the onset and recurrence of depression We hypothesized that students with depressive symptoms with SD would demonstrate a greater burden of comorbid psychiatric symptoms and functional impairment compared to students with depressive symptoms without SD
Methods
During a mental health screening, 287 undergraduate students endorsed symptoms of depression (Beck Depression Inventory [BDI] ≥ 13) and filled out the following self-report measures: demographic questionnaire, BDI, Anxiety Symptom Questionnaire—intensity and frequency (ASQ), Beck Hopelessness Scale (BHS), Beck Anxiety Inventory (BAI), Quality of Life Enjoyment and Satisfaction Questionnaire (QLESQ), and the Massachusetts General Hospital Cognitive and Physical Functioning Questionnaire (CPFQ) SD was measured using the BDI sleep item #16 dichotomized (score 0: no SD; or score > 0: some SD)
Results
Students with depressive symptoms and SD (n = 220), compared to those without SD (n = 67), endorsed significantly more intense and frequent anxiety and poorer cognitive and physical functioning Students with depressive symptoms with and without SD did not significantly differ in depressive severity, hopelessness, or quality of life
Conclusions
College students with depressive symptoms with SD may experience a greater burden of comorbid anxiety symptoms and hyperarousal, and may have impairments in functioning, compared to students with depressive symptoms without SD These findings require replication
140 citations
Cites background from "Sleep Patterns of College Students ..."
...[14] The following types of SD have been reported in the college population: difficulty falling or staying asleep,[15–19] daytime sleepiness,[15, 19, 20] poor sleep quality,[15] and other general sleep problems....
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TL;DR: Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased daytime sleepiness are negatively associated with academic performance in medical students.
Abstract: The relationship between the sleep/wake habits and the academic performance of medical students is insufficiently addressed in the literature. This study aimed to assess the relationship between sleep habits and sleep duration with academic performance in medical students. This study was conducted between December 2009 and January 2010 at the College of Medicine, King Saud University, and included a systematic random sample of healthy medical students in the first (L1), second (L2) and third (L3) academic levels. A self-administered questionnaire was distributed to assess demographics, sleep/wake schedule, sleep habits, and sleep duration. Daytime sleepiness was evaluated using the Epworth Sleepiness Scale (ESS). School performance was stratified as “excellent” (GPA ≥3.75/5) or “average” (GPA <3.75/5). The final analysis included 410 students (males: 67%). One hundred fifteen students (28%) had “excellent” performance, and 295 students (72%) had “average” performance. The “average” group had a higher ESS score and a higher percentage of students who felt sleepy during class. In contrast, the “excellent” group had an earlier bedtime and increased TST during weekdays. Subjective feeling of obtaining sufficient sleep and non-smoking were the only independent predictors of “excellent” performance. Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased daytime sleepiness are negatively associated with academic performance in medical students.
129 citations
Additional excerpts
...] Previous studies have demonstrated that a shift delay in the bedtime of college students can impair the students’ academic performance [5, 20, 21]....
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TL;DR: Regression analyses indicated that higher levels of technology use after the onset of sleep predicted poorer sleep quality, and poorerSleep quality predicted symptoms of depression/anxiety.
Abstract: This study examines (a) relations among technology use during sleep time, sleep quality, and depression/anxiety and (b) time awake due to technology use. Two hundred thirty-six college students completed self-report questionnaires and week-long sleep diaries. Results revealed that 47 percent of students reported night-time waking to answer text messages and 40 percent to answer phone calls. Regression analyses indicated that higher levels of technology use after the onset of sleep predicted poorer sleep quality, and poorer sleep quality predicted symptoms of depression/anxiety. Finally, sleep quality is a mediator between technology use after the onset of sleep and depression/anxiety. College students who have difficulty setting boundaries around technology use may be at increased risk for psychological health concerns.
123 citations
References
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TL;DR: The clinimetric and clinical properties of the PSQI suggest its utility both in psychiatric clinical practice and research activities.
Abstract: Despite the prevalence of sleep complaints among psychiatric patients, few questionnaires have been specifically designed to measure sleep quality in clinical populations. The Pittsburgh Sleep Quality Index (PSQI) is a self-rated questionnaire which assesses sleep quality and disturbances over a 1-month time interval. Nineteen individual items generate seven "component" scores: subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, use of sleeping medication, and daytime dysfunction. The sum of scores for these seven components yields one global score. Clinical and clinimetric properties of the PSQI were assessed over an 18-month period with "good" sleepers (healthy subjects, n = 52) and "poor" sleepers (depressed patients, n = 54; sleep-disorder patients, n = 62). Acceptable measures of internal homogeneity, consistency (test-retest reliability), and validity were obtained. A global PSQI score greater than 5 yielded a diagnostic sensitivity of 89.6% and specificity of 86.5% (kappa = 0.75, p less than 0.001) in distinguishing good and poor sleepers. The clinimetric and clinical properties of the PSQI suggest its utility both in psychiatric clinical practice and research activities.
23,155 citations
TL;DR: The ACHA compiles aggregate data from participating institutions in a reference group report for data comparison and results from the Spring 2005 Reference Group are presented in this article.
Abstract: Assessing and understanding the health needs and capacities of college students is paramount to creating healthy campus communities. The American College Health Association-National College Health Assessment (ACHA-NCHA) is a survey instrument developed by the ACHA in 1998 to assist institutions of higher education in achieving this goal. The ACHA-NCHA contains approximately 300 questions assessing student health status and health problems, risk and protective behaviors, access to health information, impediments to academic performance, and perceived norms across a variety of content areas (eg, injury prevention; personal safety and violence; alcohol, tobacco, and other drug use; sexual health; weight, nutrition, and exercise; mental health). Twice a year, the ACHA compiles aggregate data from participating institutions in a reference group report for data comparison. Results from the Spring 2005 Reference Group (N = 54,111) are presented in this article.
730 citations
TL;DR: Alarmed by the high prevalence of sleep difficulties among general college students, it is recommended that the students should be informed of their sleep problems and the consequences.
317 citations
TL;DR: The findings indicate that college students are not aware of the extent to which sleep deprivation negatively affects their ability to complete cognitive tasks.
Abstract: The effects of sleep deprivation on cognitive performance psychological variables related to cognitive performance were studied in 44 college students. Participants completed the Watson-Glaser Critical Thinking Appraisal after either 24 hours of sleep deprivation or approximately 8 hours of sleep. After completing the cognitive task, the participants completed 2 questionnaires, one assessing self-reported effort, concentration, and estimated performance, the other assessing off-task cognitions. As expected, sleep-deprived participants performed significantly worse than the nondeprived participants on the cognitive task. However, the sleep-deprived participants rated their concentration and effort higher than the nondeprived participants did. In addition, the sleep-deprived participants rated their estimated performance significantly higher than the nondeprived participants did. The findings indicate that college students are not aware of the extent to which sleep deprivation negatively affects their ability to complete cognitive tasks.
278 citations
01 Jan 2002
TL;DR: Carskadon et al. as discussed by the authors studied the influence of sleep-wake timing on adolescents' behavior and found that irregular sleep patterns have a significant impact on the performance of adolescents.
Abstract: List of contributors Foreword William C. Dement Preface Mary A. Carskadon 1. Sleep and adolescence: a social psychologist's perspective Stanford M. Dornbusch 2. Factors influencing sleep patterns of adolescents Mary A. Carskadon 3. Endocrine changes associated with puberty and adolescence Gary S. Richardson and Barbara A. Tate 4. Maturational changes in sleep-wake timing: longitudinal studies of the circadian activity rhythm of a diurnal rodent Barbara A. Tate, Gary S. Richardson and Mary A. Carskadon 5. Nutrition and circadian activity offset in adolescent rhesus monkeys Mari S. Golub, Peter T. Takeuchi and Tana M. Hoban-Higgins 6. Toward a comparative developmental ecology of human sleep Carol M. Worthman and Melissa K. Melby 7. Sleep patterns of high school students living in Sao Paulo, Brazil Miriam Andrade and L. Menna-Barreto 8. Sleep patterns and daytime function in adolescence: an epidemiological survey of an Italian high school student sample Flavia Giannotti and Flavia Cortesi 9. Risks of driving while sleepy in adolescents and young adults Mary A. Carskadon 10. What can the study of work scheduling tell us about adolescent sleep? Roger H. Rosa 11. Accommodating the sleep patterns of adolescents within current educational structures: an uncharted path Kyla L. Wahlstrom 12. Bridging the gap between research and practice: what will adolescents' sleep-wake patterns look like in the twenty-first century? Amy R. Wolfson 13. Influence of irregular sleep patterns on waking behavior Christine Acebo and Mary A. Carskadon 14. Stress and sleep in adolescence: a clinical-developmental perspective Avi Sadeh and Reut Gruber 15. The search for vulnerability signatures for depression in high-risk adolescents: mechanisms and significance James T. McCracken 16. The regulation of sleeparousal, affect, and attention in adolescence: some questions and speculations Ronald E. Dahl Index.
200 citations