Self-Reported Sleep Quality in College Students: A Repeated Measures Approach

Hawkins, James; Shaw, Paul J.

doi:10.1093/sleep/15.6.545

Cited by 54 publications

(44 citation statements)

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“…In fact, weekday sleep duration was reduced in both groups. The decline in sleep duration across the academic term was mainly due to later bedtime, indicating that students' sleep quantity was worse as the academic quarter progressed 38 and/or possibly associated with advancing age. 3 Although students in the intervention group had a lesser degree of reduction in sleep duration compared with the control group during the initial analysis, this apparent effect was lost when the ITT analysis was used.…”

Section: Discussionmentioning

confidence: 99%

A School-Based Sleep Education Program for Adolescents: A Cluster Randomized Trial

Wing¹,

Chan²,

Yu³

et al. 2015

PEDIATRICS

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To evaluate the effectiveness of a multilevel and multimodal school-based education program.METHODS: A cluster randomized controlled trial with 14 secondary schools in Hong Kong and a total of 3713 students (intervention: 1545 vs control: 2168; 40.2% boys; mean age 6 SD: 14.72 6 1.53 years) were included in the final analysis. The intervention included a town hall seminar, small class workshops, a slogan competition, a brochure, and an educational Web site. Their parents and teachers were offered sleep education seminars. The control schools did not receive any sleep program. Data were collected before and 5 weeks after the intervention.

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Section: Discussionmentioning

confidence: 99%

A School-Based Sleep Education Program for Adolescents: A Cluster Randomized Trial

Wing¹,

Chan²,

Yu³

et al. 2015

PEDIATRICS

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“…On average, cadets receive 5 h 3 m of sleep at night and only 5 h 27 m (median = 5 h 23 m) for daily (24 h) sleep on schooldays, significantly less than the 7 h 4 m of average night sleep reported in the Wolfson and Carskadon (1998) survey of sleep in 19 year olds 25 or other related studies. 15,19,51 Most of the differences in sleep reported in this study are less than 30 minutes in duration; however, in this constrained environment for these chronically sleep-deprived cadets, 30 minutes represents a substantial discrepancy. A striking finding is that participants in the USMA study receive on average only 1 h 24 m of "catch-up" sleep on weekends, whereas other studies with college students report increased sleep during weekends 51 or an additional 2 hours on weekends.…”

Section: Discussionmentioning

confidence: 60%

“…15,19,51 Most of the differences in sleep reported in this study are less than 30 minutes in duration; however, in this constrained environment for these chronically sleep-deprived cadets, 30 minutes represents a substantial discrepancy. A striking finding is that participants in the USMA study receive on average only 1 h 24 m of "catch-up" sleep on weekends, whereas other studies with college students report increased sleep during weekends 51 or an additional 2 hours on weekends. 19,25 The cadets at USMA are not only more sleep deprived than their civilian peers, but they also obtain less catch-up sleep than is needed during weekends to compensate for their accumulated sleep debt.…”

Section: Discussionmentioning

confidence: 60%

Longitudinal Study of Sleep Patterns of United States Military Academy Cadets

2010

Sleep

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Study Objectives: The study provided an opportunity to observe sleep patterns in a college-age population attending the United States Military Academy. Design: This 4-year longitudinal study investigated sleep patterns of cadets. A stratified sample of 80 cadets had sleep patterns monitored using actigraphy for 8 months: one month in both fall and spring academic semesters over a 4-year period. Setting: Data were collected at the United States Military Academy, West Point, NY. Participants: Participants were members of the class of 2007 (n~1300) ranging in age from 17 to 22 when entering USMA. Measurements and Results: A sample of the class (n = 80) wore wrist activity monitors and completed activity logs for one month in fall and spring academic semesters for the 4-year period. On average over the 4 years, cadets slept < 5.5 h on school nights. Cadets napped extensively, perhaps in an attempt to compensate for chronic sleep debt. Cadets slept more during fall than spring semesters. Male and female cadet sleep patterns varied dramatically, with males consistently receiving less sleep than females (~21 m for nighttime sleep and ~23 m for daily sleep). Conclusions: Cadet sleep at USMA is related to academic year, semester, season, sex, school day or weekend, and day of the week. These students suffer from chronic sleep debt. Restrictions imposed by the military academy limit the generalizability of the findings to other college age populations.

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“…The expression simply to refer to subjective sleep satisfaction or perceived quality of sleep, which is usually assessed through a single question (e.g. Harvey et al, 2008;Hawkins & Shaw, 1992;Tsai & Li, 2004). 2.)…”

Section: Introductionmentioning

confidence: 99%

Basic Scale on Insomnia complaints and Quality of Sleep (BaSIQS): Reliability, initial validity and normative scores in higher education students

Gomes¹,

Marques²,

Meia-Via³

et al. 2014

Chronobiology International

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Based on successive samples totaling more than 5000 higher education students, we scrutinized the reliability, structure, initial validity, and normative scores of a brief selfreport 7-item scale to screen for the continuum of nighttime insomnia complaints / perceived sleep quality, used by our team for more than a decade, henceforth labeled the Basic Scale on Insomnia complaints and Quality of Sleep (BaSIQS). In study/sample 1 (n = 1654), the items were developed based on part of a larger survey on higher education sleepwake patterns. The test-retest study was conducted in an independent small group (n = 33) with a 2-8 week gap. In study/sample 2 (n = 360), focused mainly on validity, the BaSIQS was completed together with the Pittsburgh Sleep Quality Index (PSQI). In study 3, a large recent sample of students from universities all over the country (n = 2995) answered the BaSIQS items, based on which normative scores were determined, and an additional question on perceived sleep problems in order to further analyze the scale's validity.Regarding reliability, Cronbach alpha coefficients were systematically higher than 0.7, and the test-retest correlation coefficient was greater than 0.8. Structure analyses revealed consistently satisfactory two-factor and single-factor solutions. Concerning validity analyses, BaSIQS scores were significantly correlated to PSQI component scores and overall score (r = 652 corresponding to a large association); mean scores were significantly higher in those students classifying themselves as having sleep problems (p < .0001, d = 0.99 corresponding to a large effect size). In conclusion, the BaSIQS is very easy to administer, and appears to be a reliable and valid scale in higher education students. It might be a convenient short tool in research and applied settings to rapidly assess sleep quality or screen for insomnia complaints, and it may be easily used in other populations with minor adaptations.

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Self-Reported Sleep Quality in College Students: A Repeated Measures Approach

Cited by 54 publications

References 0 publications

A School-Based Sleep Education Program for Adolescents: A Cluster Randomized Trial

A School-Based Sleep Education Program for Adolescents: A Cluster Randomized Trial

Longitudinal Study of Sleep Patterns of United States Military Academy Cadets

Basic Scale on Insomnia complaints and Quality of Sleep (BaSIQS): Reliability, initial validity and normative scores in higher education students

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