Sleep and Academic Performance in Undergraduates: A Multi-measure, Multi-predictor Approach

Abstract

The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester. In addition to self-reported measures of academic performance, a final grade for each student was collected at the end of the semester. Univariate analyses found that sleep phase, morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were significantly associated with at least two academic performance measures. Among 15 potential predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-semester marks: previous academic achievement, class attendance, sufficient sleep, night outings, and sleep quality (R(2)=0.14 and adjusted R(2)=0.14, F(5, 1234)= 40.99, p < .0001). Associations between academic achievement and the remaining sleep variables as well as the academic, well-being, and lifestyle variables lost significance in stepwise regression. Together with class attendance, night outings, and previous academic achievement, self-reported sleep quality and self-reported frequency of sufficient sleep were among the main predictors of academic performance, adding an independent and significant contribution, regardless of academic variables and lifestyles of the students.

An Investigation of Factors that Influence the Academic Performance of Undergraduate Students of Public Universities in Ghana

“…The effect of age in the present study contradicts Dayioglu and Turut-Asik's (2007) research which found a significant negative correlation between age and GPA and the study by Sheard (2009) which found that older students had a higher GPA. It is surprising that unlike previous research which found a significant relationship between current performance and previous academic achievement -high school aggregate (see Cavell & Woehr, 1994;Gomes et al, 2011;Touron, 1983;Woehr & Cavell, 1993), there was no significant correlation between high school aggregate and GPA in the present study. It is also surprising that there was no significant relationship between family SES (represented by family income) and GPA.…”

“…This type of scholarship is briefly reviewed in this section. Previous academic achievement and sufficient sleep (or sleep quality) have been found to significantly predict undergraduate academic performance (Gomes, Tavares & de Azevedo, 2011). In a sample of 1654 full-time undergraduate students Gomes et al reported previous academic achievement, class attendance, and sufficient sleep as significant predictors of academic performance.…”

Mister Sandman, bring me good marks! On the relationship between sleep quality and academic achievement

“…Last, some studies also report positive correlations between sleep quality or sleep duration on the one hand and grade point averages and exam passing probabilities on the other hand in tertiary education in China, Ethiopia, Germany and Portugal (Ahrberg et al, 2012;Genzel et al, 2013;Gomes, 2011;Lemma et al, 2014;Wong et al, 2012).…”

Conjoint influence of mind-wandering and sleepiness on task performance.

“…In addition, sleepiness is recognized as a major cause of driving accidents (e.g., Connor et al, 2002;Garbarino, Nobili, Beelke, De Carli, & Ferrillo, 2001;MacLean, Davies, & Thiele, 2003) and poorer academic performance (e.g., Curcio, Ferrara, & De Gennaro, 2006;Gaultney, 2010;Gomes, Tavares, & de Azevedo, 2011).…”