Sleep quality and psychological distress among undergraduate students of a Nigerian university

Seun-Fadipe, Champion; Mosaku, Kolawole Samuel

doi:10.1016/j.sleh.2017.02.004

Cited by 77 publications

(75 citation statements)

References 27 publications

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“…This is similar the prevalence of 50.1% and 55.8% reported in previous studies among undergraduate student populations in Nigeria [27] and Ethiopia respectively [16]. This is particularly disturbing considering the negative effect of poor sleep quality on physical and psychological functioning, most especially cognition, of this subset of human population [6,16,27]. Our findings indicate that the students reported an average sleep duration of 5.9 hours despite requiring 7-9 hours for optimal functioning [28].…”

Section: Discussionsupporting

confidence: 85%

Sleep quality and academic performance among Nigerian undergraduate students

Seun-Fadipe¹,

Mosaku²

2017

J Syst Integr Neurosci

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Objectives: The study assessed sleep quality among the entire student population of a Nigerian University and its association with academic performance and perceived stress. It also identified factors that may be associated with poor sleep quality and academic performance among the students.Methods: It was a cross-sectional descriptive study which employed a multistage sampling method to recruit the study participants. A self-administered instrument including a questionnaire on Sociodemographic characteristics, an item of question assessing the Cumulative Grade Point Average (CGPA), Pittsburgh Sleep Quality Index (PSQI) and Perceived Stress Scale (PSS-10) was administered to assess the socio-demographics, academic performance, sleep quality and level of perceived stress.Results: About one out of every two students had poor sleep quality (49.5%). The academic performance of students with good sleep quality was significantly better than those with poor sleep quality (t= 4.39, p<0.01) while the level of perceived stress level for students with poor sleep quality was also significantly higher than those with good sleep quality (t= 2.80, p<0.01). In the population studied, sleep quality was an independent predictor of their academic performance. Conclusion:This study further emphasizes the relationship between sleep quality and academic performance of undergraduate student.

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Section: Discussionsupporting

confidence: 85%

Sleep quality and academic performance among Nigerian undergraduate students

Seun-Fadipe¹,

Mosaku²

2017

J Syst Integr Neurosci

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“…It has been reported that as high as 33-59% of university students have poor sleep quality, which is associated with their worsened health status and academic performance [5,[13][14][15][16][17][18][19]. In these previous studies, sleep quality was defined as "poor" or "good" using the Pittsburg Sleep Quality Index (PSQI), a widely used scale evaluating the following seven components: subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency, sleep disturbances, use of sleep medication, and daytime dysfunction [20].…”

Section: Introductionmentioning

confidence: 99%

Impact of sleep problems on daytime function in school life: a cross-sectional study involving Japanese university students

et al. 2020

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Background: The aims of this study were 1) to clarify the prevalence of sleep problems (insomnia, insufficient sleep, and delayed sleep-wake phase) among Japanese university students; 2) to examine sociodemographic characteristics, lifestyle, and sleep-related symptoms in each sleep problem; and 3) to evaluate the association between the above-mentioned sleep problems and daytime dysfunction in school life. Methods: Self-report questionnaire surveys were conducted at eight universities in Japan, and we received 1034 valid answers (78% female). The questionnaire consisted of socio-demographic characteristics, information on lifestyle, sleep pattern, sleep-related symptoms, and daytime dysfunction in school life. Groups with insomnia, behaviorally induced insufficient sleep syndrome (BIISS), delayed sleep-wake phase (DSWP), and BIISS + DSWP were defined. To identify the association between sleep problems and daytime dysfunction in school life, the generalized linear mixed effect model was conducted. Results: Sleep duration on weekdays was 5.9 ± 1.2 h, and 38.2% of the students had a sleep duration < 6.0 h. About 16% of the students were categorized as evening-type individuals. More than half of the students (56.1%) had excessive daytime sleepiness. Insomnia was associated with tardiness (aOR: 0.8, 95%CI: 0.7-0.9) and falling asleep during class (aOR: 1.6: 95%CI: 1.4-2.0). BIISS was associated with tardiness (aOR: 1.5, 95%CI: 1.1-2.2) and interference with academic achievement (aOR: 1.9, 95%CI: 1.3-2.6). DSWP and BIISS + DSWP were associated with absence (aOR: 3.4, 95%CI: 2.2-5.1 / aOR: 4.2, 95%CI: 3.2-5.6), tardiness (aOR: 2.7, 95%CI: 1.8-4.

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“…Psychological distress refers to an emotional state experienced in response to stress that is characterized by symptoms of depression and anxiety (Barlow & Durand, ), and a perceived inability to cope (Ridner, ). Given that psychological distress is known to negatively impact sleep quality (Almojali, Almalki, Alothman, Masuadi, & Alaqeel, ; Cunningham, Wheaton, & Giles, ; Seun‐Fadipe & Mosaku, ), it is possible that higher levels of psychological distress may shape sleep quality in a negative way for individuals who experience child maltreatment. In line with this suggestion, previous research found that psychological distress is a mediator between childhood maltreatment and sleep quality in adolescence (Mcphie et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Changes in sleep quality and levels of psychological distress during the adaptation to university: The role of childhood adversity

John‐Henderson

Williams

Brindle

et al. 2018

British J of Psychology

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Stress-related sleep disturbances are common, and poor sleep quality can negatively affect health. Previous work indicates that early-life adversity is associated with compromised sleep quality later in life, but it is unknown whether it predicts greater declines in sleep quality during stressful life transitions. We propose and test a conceptual model whereby individuals who reported experiencing greater levels of child maltreatment would experience greater psychological distress during a stressful life transition, which in turn would contribute to greater declines in sleep quality, relative to their quality of sleep before the stressful transition. Controlling for potential confounding variables (e.g., age, gender), structural equation modelling demonstrated that psychological distress experienced during a stressful transition (i.e., beginning life at university) mediated the relationship between childhood emotional neglect and changes in sleep quality. The hypothesized model demonstrated a good overall fit to the data, χ (15) = 17.69, p = .279, CFI = .99, TLI = .97, SRMR = .04, RMSEA = .04 (90% CI<0.001-0.09). Emotional neglect (β = .22) was positively associated with psychological distress which in turn was positively associated with poor sleep quality (β = .31) during a stressful transition. Future research should aim to understand the specific stressors in the university environment that are most challenging to individuals who faced early-life emotional maltreatment. These findings will help inform interventions to facilitate adaptation to a new environment and improve sleep quality for these university students.

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Sleep quality and psychological distress among undergraduate students of a Nigerian university

Cited by 77 publications

References 27 publications

Sleep quality and academic performance among Nigerian undergraduate students

Sleep quality and academic performance among Nigerian undergraduate students

Impact of sleep problems on daytime function in school life: a cross-sectional study involving Japanese university students

Changes in sleep quality and levels of psychological distress during the adaptation to university: The role of childhood adversity

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