Abstract:Good sleep quality is important to cognition, physical health, mental well‐being, and creativity—factors critical to academic and professional success. But, undergraduate students often report engaging in short, irregular, and poor‐quality sleep. Anecdotal and questionnaire data suggest that poor sleep habits might be prevalent in students who are in studio‐ or project‐based majors that implicitly encourage consecutive nights of disrupted sleep to complete projects. We investigated sleep quantity and quality u… Show more
“…According to their global scores on this questionnaire, …71% of the students would be classified as poor sleepers ( M = 7.19, SD = 2.80); only four students reported that they normally sleep 8 hours/night.71% of the students would be classified as poor sleepers ( M = 7.19, SD = 2.80); only four students reported that they normally sleep 8 hours/night. These values are consistent with those reported by interior design students in our previous work (King et al, ) and are comparable to, or worse than, the levels of sleep quality found in large‐scale studies of college students (e.g., Lund et al, ).…”
Section: Methodssupporting
confidence: 91%
“…First, training students to manage their time is possible (e.g., Häfner, Stock, Pinneker, & Ströhle, ), and time management training decreases stress levels in college students (Häfner, Stock, & Oberst, ). Second, sleep restriction has been empirically demonstrated to decrease work productivity, sustained attention, and creativity (Budnick & Barber, ; King et al, ). In studies of high school students, sacrificing sleep to spend more time studying did not benefit (and, in some cases, hurt) academic performance (Gillen‐O'Neel et al, ).…”
Section: Discussionmentioning
confidence: 99%
“…With some deadlines being weeks or months in the future, it is critical for students to work efficiently during all stages of a project. However, many universities allow 24‐hour access to design studios, and as deadlines approach, students frequently limit their sleep to work on projects (Anthony, ; King et al, ). Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).…”
Section: Introductionmentioning
confidence: 99%
“…Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ). In addition, King et al () used actigraphy devices to objectively measure the sleep quantity and quality of 28 interior design undergraduates over a 7‐day period and observed that most students do not sleep for 8 hours (optimal), or even 7 hours (minimal), every night. Furthermore, students who maintained short sleep durations or highly variable sleep patterns (e.g., restricting sleep and then rebounding on sleep) demonstrated pre‐ to postweek declines on measures of attention and creativity (King et al, ).…”
Sleep is critical to physical health, mental well-being, attention, and creativity. During the week of final exams, however, fewer than 10% of undergraduate students maintain the recommended average of 8 hours/night (or even the recommended minimum of 7 hours/night). For students completing multifaceted projects in studio-based majors (e.g., interior design, architecture, graphic design, studio art), anecdotal and questionnaire data suggest that the end-of-semester reduction in sleep duration may be even worse. One potential solution is to offer students an incentive to maintain healthy sleep durations. We offered interior design students, who were enrolled in a freshman-level graphics studio course, an optional extra credit incentive to maintain optimal sleep durations for five nights leading up to the due date of their final project. If participants maintained an average sleep duration of ≥8.0 hours for five nights, they would earn extra credit. By contrast, if they slept an average of 7.0-7.9 hours, there would be no grade change, and if they slept an average of ≤6.9 hours, they were instructed that they would lose points (no points were actually deducted). Of the 27 students enrolled in the course, 22 students attempted the challenge (81.5%), and we monitored their sleep duration objectively using wristband actigraphy devices. We compared their sleep duration to that of a group of 22 nonincentivized students enrolled in the same program. In the nonincentivized comparison group, very few students averaged 8 hours (9%) or even 7 hours (14%) of sleep per night. In dramatic contrast, the 8-hour challenge increased the percentage of 8-and 7-hour sleepers to 59% and 86%, respectively. Participants who took the 8-hour challenge slept an average of 98 minutes more each night than nonincentivized students and 82 minutes more than they self-reported to sleeping during the semester. The substantial increase in nightly sleep duration did not come at a cost to project performance. Individuals who opted in to the sleep challenge performed as well on the final project as students who did not opt in, and students who showed more consistent sleep (i.e., fewer nights of poor sleep followed by rebound sleep) performed better than students who showed inconsistent sleep. Thus, even during highly stressful "deadline" weeks, students can maintain healthy sleeping patterns without exacting a cost on their project performance.Despite an abundance of data that confirm the importance of sleep to cognition and health, many students continue to engage in irregular and restricted sleep. Such poor sleep habits are JOURNAL OF INTERIOR DESIGN 85
“…According to their global scores on this questionnaire, …71% of the students would be classified as poor sleepers ( M = 7.19, SD = 2.80); only four students reported that they normally sleep 8 hours/night.71% of the students would be classified as poor sleepers ( M = 7.19, SD = 2.80); only four students reported that they normally sleep 8 hours/night. These values are consistent with those reported by interior design students in our previous work (King et al, ) and are comparable to, or worse than, the levels of sleep quality found in large‐scale studies of college students (e.g., Lund et al, ).…”
Section: Methodssupporting
confidence: 91%
“…First, training students to manage their time is possible (e.g., Häfner, Stock, Pinneker, & Ströhle, ), and time management training decreases stress levels in college students (Häfner, Stock, & Oberst, ). Second, sleep restriction has been empirically demonstrated to decrease work productivity, sustained attention, and creativity (Budnick & Barber, ; King et al, ). In studies of high school students, sacrificing sleep to spend more time studying did not benefit (and, in some cases, hurt) academic performance (Gillen‐O'Neel et al, ).…”
Section: Discussionmentioning
confidence: 99%
“…With some deadlines being weeks or months in the future, it is critical for students to work efficiently during all stages of a project. However, many universities allow 24‐hour access to design studios, and as deadlines approach, students frequently limit their sleep to work on projects (Anthony, ; King et al, ). Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).…”
Section: Introductionmentioning
confidence: 99%
“…Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ).Survey data suggest that students in studio environments often show chronic sleep restriction consistent with clinical insomnia (Anthony, ; Bachman & Bachman, ; Springett & Lekarz, ). In addition, King et al () used actigraphy devices to objectively measure the sleep quantity and quality of 28 interior design undergraduates over a 7‐day period and observed that most students do not sleep for 8 hours (optimal), or even 7 hours (minimal), every night. Furthermore, students who maintained short sleep durations or highly variable sleep patterns (e.g., restricting sleep and then rebounding on sleep) demonstrated pre‐ to postweek declines on measures of attention and creativity (King et al, ).…”
Sleep is critical to physical health, mental well-being, attention, and creativity. During the week of final exams, however, fewer than 10% of undergraduate students maintain the recommended average of 8 hours/night (or even the recommended minimum of 7 hours/night). For students completing multifaceted projects in studio-based majors (e.g., interior design, architecture, graphic design, studio art), anecdotal and questionnaire data suggest that the end-of-semester reduction in sleep duration may be even worse. One potential solution is to offer students an incentive to maintain healthy sleep durations. We offered interior design students, who were enrolled in a freshman-level graphics studio course, an optional extra credit incentive to maintain optimal sleep durations for five nights leading up to the due date of their final project. If participants maintained an average sleep duration of ≥8.0 hours for five nights, they would earn extra credit. By contrast, if they slept an average of 7.0-7.9 hours, there would be no grade change, and if they slept an average of ≤6.9 hours, they were instructed that they would lose points (no points were actually deducted). Of the 27 students enrolled in the course, 22 students attempted the challenge (81.5%), and we monitored their sleep duration objectively using wristband actigraphy devices. We compared their sleep duration to that of a group of 22 nonincentivized students enrolled in the same program. In the nonincentivized comparison group, very few students averaged 8 hours (9%) or even 7 hours (14%) of sleep per night. In dramatic contrast, the 8-hour challenge increased the percentage of 8-and 7-hour sleepers to 59% and 86%, respectively. Participants who took the 8-hour challenge slept an average of 98 minutes more each night than nonincentivized students and 82 minutes more than they self-reported to sleeping during the semester. The substantial increase in nightly sleep duration did not come at a cost to project performance. Individuals who opted in to the sleep challenge performed as well on the final project as students who did not opt in, and students who showed more consistent sleep (i.e., fewer nights of poor sleep followed by rebound sleep) performed better than students who showed inconsistent sleep. Thus, even during highly stressful "deadline" weeks, students can maintain healthy sleeping patterns without exacting a cost on their project performance.Despite an abundance of data that confirm the importance of sleep to cognition and health, many students continue to engage in irregular and restricted sleep. Such poor sleep habits are JOURNAL OF INTERIOR DESIGN 85
“…And, there is good reason to think so: In young adults, sleep restriction/deprivation triggers acute difficulties with cognitive functions such as attention, mood, memory, and creativity [19, 20]. Sleep loss increases susceptibility to the common cold [21], alters gene expression [22], and affects metabolism [23].…”
Section: Theories Of Whether Older Adults Need Sleepmentioning
Purpose of Review
Sleep habits, sleep physiology, and sleep disorders change with increasing age. However, there is a longstanding debate regarding whether older adults need sleep to maintain health and daily functioning (reduced-sleep-need view). An alternative possibility is that all older adults need sleep, but that many older adults have lost the ability to obtain restorative sleep (reduced-sleep-ability view). Prior research using behavioral and polysomnography outcomes has not definitively disentangled the reduced-sleep-need and reduced-sleep-ability views. Therefore, this review examines the neuroimaging literature to determine whether age-related changes in sleep cause—or are caused by—age-related changes in brain structure, function, and pathology.
Recent Findings
In middle-aged and older adults, poorer sleep quality, greater nighttime hypoxia, and shorter sleep duration related to cortical thinning in frontal regions implicated in slow wave generation, in frontoparietal networks implicated in cognitive control, and in hippocampal regions implicated in memory consolidation. Furthermore, poor sleep quality was associated with higher amyloid burden and decreased connectivity in the default mode network, a network that is disrupted in the pathway to Alzheimer’s disease.
Summary
All adults need sleep, but cortical thinning and amyloidal deposition with advancing age may weaken the brain’s ability to produce restorative sleep. Therefore, sleep in older adults may not always support identical functions for physical, mental, and cognitive health as in young adults.
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