0259 Relationship Between Sleep, Academic, and Emotional Functioning in College Students. (27th April 2018)

• Record Type: Journal Article
• Authors: Crewe, M; Dyche, J
• Is Part Of: Sleep. Volume 41(2018)Supplement 1
• Page Start: A100
• Page End: A100
• Publication Date: 2018-04-27
• Subjects: Sleep -- Physiological aspects -- Periodicals; Sleep disorders -- Periodicals; Sommeil -- Aspect physiologique -- Périodiques; Sommeil, Troubles du -- Périodiques; Sleep disorders; Sleep -- Physiological aspects; Sleep -- physiological aspects; Sleep Wake Disorders; Psychophysiology; Electronic journals; Periodicals; 616.8498
• DOI: 10.1093/sleep/zsy061.258
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: A large body of existing literature supports the idea that inadequate nighttime sleep—including restriction of sleep and poor sleep quality—can result in marked deficits in emotional regulation and academic performance. One population of individuals that is particularly vulnerable to sleep deprivation and poor sleep quality are college students. The current study aims to evaluate sleep habits, academic functioning, emotional functioning, and emotional regulation in a sample of students from a large comprehensive university. Methods: Students enrolled in a general psychology course at James Madison University (N=251) completed a survey to assess multiple variables including sleep quality and patterns, emotional functioning, and emotional regulation. A variety of well-established scales were used to assess these variables. To assess sleep quality and patterns, participants completed the Pittsburgh Sleep Quality Index (PSQI) and the Morningness-Eveningness Questionnaire (MEQ). Emotional functioning and emotional regulation were assessed using the abbreviated Profile of Mood States (POMS) and the Difficulties in Emotional Regulation Scale (DERS), respectively. Several demographic and academic variables were also included in the survey. Results: Average sleep duration was significantly related to students' GPA. Total score on the PSQI significantly predicted total mood disturbance (POMS total score), as well as difficulties in emotional regulation (DERS total score). Specifically, total PSQI score was significantly correlated with POMS subscales of tension, anger, fatigue, and confusion as well as DERS subscales of non-acceptance of emotions, difficulties with goal-directed behaviors, difficulties with impulse control, and poor access to emotional regulation strategies. Total score on the MEQ was significantly predicted by age of participants. All p-values were less than 0.05. Conclusion: Scores on the PSQI, a measure including sleep duration, latency, quality, and efficiency, were predictive of all measures of academic and emotional functioning collected in this study. Taken together, these results suggest adequate sleep may be necessary for optimal functioning in collegiate settings. Future research on this topic should explore more causal methodology to assess the relationship between these variables in the college student population. Support (If Any): N/A.