Sleep and Final Exam Performance in Introductory Physics

Coletta, Vincent P.; Wikholm, Colin; Pascoe, Daniel

doi:10.1119/1.5025289

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…For example, in the current study, students who were enrolled in STEM majors reported significantly shorter sleep durations, despite entering college with higher academic indices. This finding converges with reports of late bedtimes and short sleep patterns in students enrolled in physics [ 66 ], biology [ 67 ], and chemistry [ 68 ] collegiate courses. Additional work is needed to understand if these associations reflect the demands and difficulty of STEM coursework, the psychosocial characteristics of STEM majors, or both.…”

Section: Discussionsupporting

confidence: 89%

“…A second goal of the study was to test whether sleep disparities were explained by financial burden [ 61 ], feelings of belonging [ 29 ], stress [ 62 ], student athlete status [ 63 ], age [ 64 ], off-campus living [ 65 ], or major (STEM discipline) [ 66–68 ]. The third goal of the study was to investigate whether sleep patterns reflected students’ past performance/ability (high school academic index) versus predicted future academic performance (GPA during the first two semesters of college).…”

Section: Introductionmentioning

confidence: 99%

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Sleep disparities in the first month of college: implications for academic achievement

et al. 2022

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Study Objective We investigated sleep disparities and academic achievement in college. Methods Participants were 6,002 first-year college students [62.0% female, 18.8% first-generation, 37.4% Black, Indigenous, or People of Color (BIPOC) students] attending a midsize private university in the southern United States. During the first 3-5 weeks of college, students reported their typical weekday sleep duration, which we classified as short sleep (<7 hours), normal sleep (7-9 hours), or long sleep (>9 hours). Results The odds for short sleep were significantly greater in BIPOC students (95% CI: 1.34-1.66) and female students (95% CI: 1.09-1.35), and the odds for long sleep were greater in BIPOC students (95% CI: 1.38-3.08) and first-generation students (95% CI: 1.04-2.53). In adjusted models, financial burden, employment, stress, STEM academic major, student athlete status, and younger age explained unique variance in sleep duration, fully mediating disparities for females and first-generation students (but only partially mediating disparities for BIPOC students). Short and long sleep predicted worse GPA across students’ first year in college, even after controlling for high school academic index, demographics, and psychosocial variables. Conclusions Higher education should address sleep health early in college to help remove barriers to success and reduce disparities.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Sleep disparities in the first month of college: implications for academic achievement

et al. 2022

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“…Земля создает гравитационное поле в космосе. Когда масса помещается вблизи Земли, гравитационное поле Земли воздействует на массу, и масса испытывает силу» [9].…”

Section: Introductionunclassified

Methodology of studying physical fields at the university

Kochergina¹,

Mashinyan²,

Gerasimova³

2023

P Sci Edu

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Problem and objective. The physical field as a transmitter of physical interaction is the most complex invisible object in the physics course of a technical university. There is no single mechanism for studying and description of classical fields: all fields are studied using different methods at different times. Purpose of the paper: to identify and substantiate the general approaches to formation of knowledge about physical fields and particular methods within the framework of these approaches. Methodology. The following methods were used in the research: theoretical analysis and generalisation of literature on the content of general physics course at universities; modelling a system of knowledge about physical fields on the basis of fundamental physical interaction, mathematical operators and relativistic theories; analysis of methods and approaches to forming the knowledge on physical fields that would be consistent with the above model and with modern didactic concepts on the structure of particular methodological systems. Results. The authors analysed a number of Russian and foreign methods forming the knowledge about physical fields at a technical university. The inductive and deductive approaches to studying physical fields were distinguished: their stages, content and significance of each stage for due mastering of physical and worldview-forming knowledge. The inductive approach highlights, in the first place, the connection of physical laws with experience, providing visualisation and understanding of the core of physical phenomena; however, additional work is required – generalisation of knowledge about physical fields. The deductive approach practices a unified way to explore any physical field; generalisation is made actually in parallel with the study of the new material; however, it requires preliminary work – the students’ mastering mathematical operators and their physical interpretation. Alongside with the general approaches, particular methods for studying physical fields have been shown: experiment, analogy, modelling. These methods and approaches to presentation of physics content form a basis for the construction of appropriate techniques. Conclusion. The highlighted methods and approaches to formation of ideas about physical fields as well as the methodologies for their development in technical university students meet all the requirements of the theory and practice of teaching general physics, having practical and worldview-forming significance.

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