Health-Related Variables and Academic Performance Among First-Year College Students: Implications for Sleep and Other Behaviors

Abstract

The authors analyzed the effect of several health behaviors and health-related variables on grade point averages of a random sample of 200 students living in on-campus residence halls at a large private university. The set of variables included exercise, eating, and sleep habits; mood states; perceived stress; time management; social support; spiritual or religious habits; number of hours worked per week; gender; and age. Of all the variables considered, sleep habits, particularly wake-up times, accounted for the largest amount of variance in grade point averages. Later wake-up times were associated with lower average grades. Variables associated with the 1st-year students' higher grade point averages were strength training and study of spiritually oriented material. The number of paid or volunteer hours worked per week was associated with lower average grades.

Who Needs More Sleep? Comparing Undergraduate and Graduate Students' Sleep Habits in a National U.S. Sample

“…Likewise, evidence has long suggested that sleep habits, particularly inconsistent wake-up times, can increase irritability and depression among college students (Taub, 1978) as well as significantly influence academic performance (Lack, 1986) and grade point averages (Gaultney, 2010;Taylor et al, 2011;Thacher, 2008;Trockel, Barnes, & Egget, 2000). In the current study graduate students reported significantly less sleep problems within the last seven days than their undergraduate student counterparts.…”

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

“…In contrast, Eliasson et al (2010) and Trockel et al (2000) find no significant results in this respect in the United States (Washington DC and Utah). For a more in-depth review of former studies on the relationship between sleep habits and academic performance, we refer to Curcio et al (2006), Shochat et al (2014) and Taras & Potts-Datema (2005).…”

A comparison of the mathematical performance of mature students and traditional students over a 10-year period

“…Conversely, of the 42% of standard students considered to be 'at risk' of failing service mathematics, only 24.7% and 27.7% in Technology and Science mathematics, respectively, go on to fail. This possibly demonstrates the success of surface learning for passing examinations which has been discussed in the literature (Busato et al 2000;Trockel, Barnes, and Egget 2000;Kuol et al 2006;Hourigan and O'Donoghue 2007;Hyland 2011). The very fact that it is possible for students to improve in their basic mathematical performance so much over a short space of time, as evidenced by the mature students' performance, could lead to the question: Should we be insisting on higher standards and real engagement with the resources that already exist and are free of charge from standard undergraduate students?…”