The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance

Gaultney, Jane F.

doi:10.1080/07448481.2010.483708

Cited by 442 publications

(348 citation statements)

References 29 publications

(27 reference statements)

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“…20,21 We believe that similarities or differences drowsiness during classes, risk-taking behavior and depression, impaired social relationships, and poorer health. [30][31][32] Frequency of experiencing chronic illness, depression, anxiety disorder, seasonal affective disorder, mononucleosis, and sleep difficulties were significant stress predictors. [31][32][33] Students of medicine, dentistry and nursing represent a population with high educational level that is constantly exposed to this inhospitable environment, which may predispose them to a higher risk of developing common mental disorder.…”

Section: Resultsmentioning

confidence: 99%

Common mental disorders and associated factors among final-year healthcare students

Costa

Rocha

Santos³

et al. 2014

Rev. Assoc. Med. Bras.

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Common mental disorders and assoCiated faCtors among final-year healthCare students rev assoC med Bras 2014; 60 (6) Conflict of interest: noneObjective: to assess the prevalence of common mental disorder (CMD) and to identify potential associated factors among medical, dental and nursing students. Method: a cross-sectional study conducted in a public university in Northeast Brazil with 172 undergraduate students of the last three semesters of the medicine, dentistry and nursing courses, in February 2010, using the Self Reporting Questionnaire (SRQ-20) and a structured questionnaire developed by the authors. Logistic regression was performed for data analysis.Result: the prevalence of CMD was 33.7%. The courses presented no differences in CMD prevalence. The logistic regression analysis showed a strong association of the following variables with CMD: female (OR=4.34), lack of good expectations regarding the future (OR=5.83), course as not a source of pleasure (OR=7.52) and feeling emotionally tense (OR=11.23). Conclusion: the high prevalence suggests that immediate preventive measures should be implemented, such as the setting up of psycho-pedagogic support services for students, and teacher development programs.

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Section: Resultsmentioning

confidence: 99%

Common mental disorders and associated factors among final-year healthcare students

Costa

Rocha

Santos³

et al. 2014

Rev. Assoc. Med. Bras.

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“…In addition, sleepiness is recognized as a major cause of driving accidents (e.g., Connor et al, 2002;Garbarino, Nobili, Beelke, De Carli, & Ferrillo, 2001;MacLean, Davies, & Thiele, 2003) and poorer academic performance (e.g., Curcio, Ferrara, & De Gennaro, 2006;Gaultney, 2010;Gomes, Tavares, & de Azevedo, 2011).…”

Section: Introductionmentioning

confidence: 99%

Conjoint influence of mind-wandering and sleepiness on task performance.

Stawarczyk¹,

D’Argembeau²

2016

Journal of Experimental Psychology: Human Perception and Perfor

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Recent research suggests that sleepiness and mind-wandering-the experience of thoughts that are both stimulus-independent and task-unrelated-frequently co-occur and are both associated with poorer cognitive functioning. Whether these two phenomena have distinguishable effects on task performance remains unknown, however. To investigate this question, we employed the online experience sampling of mind-wandering episodes and subjective sleepiness during a laboratory task (the Sustained Attention to Response Task; SART), and also assessed mind-wandering frequency and sleep-related disturbances in daily life using self-report questionnaires. The results revealed that the tendency to experience mind-wandering episodes during the SART and daily life was associated with higher levels of daytime sleepiness and sleep-related disturbances. Importantly, however, mind-wandering and sleepiness were independent predictors of SART performance at both the within-and between-individuals levels. These findings demonstrate that, although mind-wandering and sleepiness frequently co-occur, these two phenomena have distinguishable and additive effects on task performance.

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“…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.…”

Section: Discussionmentioning

confidence: 60%

“…These rates still indicate sleep disturbances. From a higher education administration and student affairs perspective, colleges and universities must address the issue of sleep not only to improve the overall health, academic performance, and success of its undergraduate and graduate students but also to positively impact its retention rates (Gaultney, 2010). suggest the implementation of a student sleep education program as the most effective and least expensive means for addressing sleep difficulties.…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies have documented concern about sleep patterns of college students (Buboltz, Brown, & Soper, 2001;Buboltz et al, 2009;Forquer, Camden, Gabriau, & Johnson, 2008;Gaultney, 2010;Gilbert &Weaver, 2010;Orzech, Salafsky, & Hamilton, 2011), and some show links between sleep disturbances and decreased academic success, such as GPA (Gaultney, 2010;Taylor, Vatthauer, Bramoweth, Ruggero & Roane, 2011;Thacher, 2008) and academic motivation (Edens, 2006). In fact, some have found a higher correlation between academic problems and sleep than alcohol use, stress, depression, colds or flu (Prichard, Cunningham & Broek, 2013).…”

Section: Introductionmentioning

confidence: 99%

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

Oswalt

Wyatt

2014

IJHE

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Sleep disorders and deficits are a national U.S. health concern, and college students report more sleep difficulties than the general population. Most published studies examine college students as a homogenous population or focus on professional (e.g. medical) students. This study compares sleep patterns of undergraduate and graduate students from a national U.S. sample using the American College Health Association-National College Health Assessment (ACHA-NCHA) II survey. Graduate students on average reported better sleep behaviors; however, graduate students' sleep habits were still poor and these students could also benefit from intervention.

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The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance

Cited by 442 publications

References 29 publications

Common mental disorders and associated factors among final-year healthcare students

Common mental disorders and associated factors among final-year healthcare students

Conjoint influence of mind-wandering and sleepiness on task performance.

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

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