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

Baert, Stijn; Omey, Eddy; Verhaest, Dieter; Vermeir, Aurélie

doi:10.1016/j.socscimed.2015.02.011

Cited by 56 publications

(57 citation statements)

References 57 publications

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“…Analysis according to sleep quality categories revealed higher scores in math among those adolescents with self‐reported good sleep quality (PSQI ≤ 5). These results concur with previous studies revealing a positive association of self‐reported sleep quality and academic performance during youth (Baert, Omey, & Verhaest, ; Duarte et al., ; Mak, Lee, Ho, Lo, & Lam, ). Good sleep quality reduces sleepiness (Pilcher, Ginter, & Sadowsky, ) at school time, with positive effects on attention and memory (Carskadon, ), which might improve academic performance (Moore & Meltzer, ).…”

Section: Discussionsupporting

confidence: 93%

Associations between objectively measured and self‐reported sleep with academic and cognitive performance in adolescents: DADOS study

Adelantado‐Renau

Beltran-Valls

Migueles

et al. 2019

Journal of Sleep Research

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Summary Adequate sleep has been positively related with health and school achievement outcomes during adolescence. The aim of this study was to investigate the associations of objectively measured and self‐reported sleep duration and quality with academic and cognitive performance in adolescents. This study was conducted with 257 adolescents (13.9 ± 0.3 years) from the DADOS study (Deporte, ADOlescencia y Salud). Objectively measured and self‐reported sleep duration and quality were obtained by a wrist‐worn GENEActiv accelerometer and the Spanish version of Pittsburgh Sleep Quality Index questionnaire, respectively. Academic performance was analysed through school records using four indicators: math, language, science and grade point average score. Cognitive performance was measured using the Spanish version of the “SRA Test of Educational Ability”. After Benjamini–Hochberg correction for the false discovery rate, objectively measured sleep duration was negatively associated with verbal ability (β = −0.179, p = .004), whilst self‐reported sleep quality was positively associated with academic performance (β ranging from 0.209 to 0.273; all p < .001). These associations remained significant after further controlling for physical fitness and physical activity. Conversely, there were no associations between self‐reported sleep duration and objective sleep quality with academic and cognitive performance. Our findings fit in line with previous research showing that sleep quality may play an important role on adolescents’ academic performance. Further interventional research is needed to clarify the mechanisms by which sleep is related to academic performance in youth.

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Section: Discussionsupporting

confidence: 93%

Associations between objectively measured and self‐reported sleep with academic and cognitive performance in adolescents: DADOS study

Adelantado‐Renau

Beltran-Valls

Migueles

et al. 2019

Journal of Sleep Research

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“…The effect of sleep deprivation on cognitive performance has also been documented previously with a correlation between sleep quality and grade point average in first year university students [10]. Moreover, sleep deprivation has been shown to have a detrimental effect on certain aspects of working memory, such as filtering efficiency, whilst Stroop test scores show degradation; however, this has been evidenced to be due to deficits in reaction time rather than processing skills [5,[11][12][13][14][15][16][17].…”

mentioning

confidence: 74%

Effects of sleep deprivation on cognitive and physical performance in university students

et al. 2017

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using paired two-tailed T tests and MANOVA. Reaction time and systolic blood pressure post-exercise were significantly increased following sleep deprivation (mean ± SD change: reaction time: 0.15 ± 0.04 s, p = 0.003; systolic BP: 6 ± 17 mmHg, p = 0.012). No significant differences were found in other variables. Reaction time and vascular response to exercise were significantly affected by sleep deprivation in university students, whilst other cognitive and cardiopulmonary measures showed no significant changes. These findings indicate that acute sleep deprivation can have an impact on physical but not cognitive ability in young healthy university students. Further research is needed to identify mechanisms of change and the impact of longer term sleep deprivation in this population.

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“…This is in line with the study of Ahrberg et al . (), but in contrast to the majority of previous studies (Baert et al ., ; Genzel et al ., ; Lemma et al ., ), although most of these studies did not control for health, lifestyle and academic behaviour factors.…”

Section: Discussionmentioning

confidence: 99%

Chronic sleep reduction is associated with academic achievement and study concentration in higher education students

Heijden

Vermeulen

Donjacour

et al. 2017

Journal of Sleep Research

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Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73 years, SD = 3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education.

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

Cited by 56 publications

References 57 publications

Associations between objectively measured and self‐reported sleep with academic and cognitive performance in adolescents: DADOS study

Associations between objectively measured and self‐reported sleep with academic and cognitive performance in adolescents: DADOS study

Effects of sleep deprivation on cognitive and physical performance in university students

Chronic sleep reduction is associated with academic achievement and study concentration in higher education students

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