Download - Sleep and Academic Performance
Karlyn E. VatthauerCollege of Arts & Science, Department of
Psychology, & Honors CollegeMentor: Dr. Daniel Taylor, Ph.D., Department of
Psychology, UNT
Research TopicThe predictive relationship of sleep and
academic performance (GPA).
VocabularyTraditional - variables that have commonly
been shown to predict academic performance in previous researchHigh school GPA, standardized test scores,
ethnicity, gender, socioeconomic statusModifiable - variables that may be amenable to
treatment to increase academic performanceAlcohol/drug use, alcohol/drug disorder,
anxiety, depression, sleep
PurposeThe intention of this project was to compare
traditional and modifiable variables, specifically sleep, as predictors of GPA (cumulative & semester*).
* Data not shown in this presentation
Research QuestionsIs sleep significantly correlated with GPA?
If yes, in what way?Is sleep a significant predictor of GPA when
other variables are accounted for?
Literature ReviewSeveral studies have shown a positive
correlation between undergraduate academic performance (GPA) and postgraduate earnings (Filer 1981, 1983; Jones & Jackson, 1990; Pascarella & Terenzini, 2003; Wise, 1975).
Colleges and universities rely very heavily on standardized test scores and high school grades to predict GPA.
Literature Review When combined, HS GPA and standardized test
scores only predict 25 % of GPA variance (ACT, 1997; Boldt, 1986; Mathiasen, 1984; Mouw & Khanna).
In previous studies, gender, ethnicity, and socioeconomic status (SES) have predicted GPA (Betts & Morell, 1999; Peters, Joireman, & Ridgway, 2005).
Literature ReviewResearch has shown mixed results (negative
relationship or no relationship) for alcohol use as a predictor of GPA (Paschall & Freisthler, 2003; Singleton, 2007).
Chronic drug use leads to cognitive impairments on achievement tests (Block, Erwin, & Ghoneim, 2002; Hoshi, Mullins, Boundy, Brignell, Piccini, & Curran, 2007; Solowij et al., 2002).
Literature ReviewPrevious and current research has shown a
positive relationship between anxiety disorders and GPA (Stringer, Crown, Lucas, & Supramanium, 1977).
Research has yet to show whether a relationship exists between depression and GPA (Hysenbegasi, 2005; Svanum & Zody, 2001).
Literature ReviewResearch of sleep patterns and academic
performance has been very limited.Most researchers use total sleep time to study
differences in sleep patterns (Gau et. al, 2007; Peters et al., 2005; Thacher, 2008).
There are many other sleep variables that can be studied:Time in bed, sleep efficiency, sleep onset
latency, wake after sleep onset, time awake in morning, nap time, and number of awakenings
Literature ReviewSleep problems are a frequent occurrence within
the college population (Forquer, Camden, Gabriau, & Johnson, 2008).
These problems should affect more than the bedroom.
HypothesesSleep pattern will be significantly correlated with
GPA because it is a primary part of students’ lifestyles.Specifically, sleep onset latency, wake time
after sleep onset, and time awake in morning will predict GPA.
Sleep pattern will significantly predict GPA when all variables are accounted for.
Sleep pattern will significantly predict GPA when traditional variables are removed.
MethodsParticipants (N = 951) were recruited from
undergraduate psychology classes at the University of North Texas.
Participants completed a self-report health questionnaire packet and a week long sleep diary, available on the SONA system, an online research service.
Students received four extra credit points towards their psychology class.
Methods Demographics
74% were femalesEthnicity
63% Caucasian 13% African-American 10% Hispanic-American 5% Asian/Pacific-Islander 1% Native American 4% other
Academic rank 40% freshmen 27% sophomores 19% juniors 15% seniors
Age (M = 20.3; SD = 3.9).Family income ( Mean = $100,000 - $149,000 (SD = 2.9)
Data AnalysisMultiple correlation
Sleep pattern variables and GPA All other variables and GPA*
Stepwise multiple regression Significant correlates and GPA**Significant modifiable variables and GPA
*Data not shown in this presentation
**Only sleep pattern variables shown
ResultsMultiple correlation of sleep pattern and GPA
Significant relationship between GPA and:Sleep onset latency (r = -.06, p < .05)Nap time (r = -.11, p < .01)Number of awakenings (r = .08, p < .05)
Table 1
Summary of Stepwise Multiple Regression Analysis with Significant
Correlates as Criterion
Step Predictor Variable R² R² F β
6 NWAK .18 .01 5.93* .10**
7 NAP .19 .01 6.42* -.08*
Note. NWAK = Number of Wakenings; NAP = Nap Time; PSS =
Perceived stress scale
*p < .05. **p < .01.
Table 2
Summary of Stepwise Multiple Regression Analysis with Significant Intervention-
Possible Correlates as Criterion
Step Predictor Variable R² R² F β
1 AUDIT .02 .02 20.26** -.12**
2 NAP .03 .01 11.44** -.11**
3 PSS .04 .01 9.20** -.11**
4 NWAK .06 .01 10.02** .11**
5 MPS .06 .01 5.07* -.08 *
Note. AUDIT = Alcohol use disorders identification test; NAP = Nap Time; PSS =
Perceived stress scale; NWAK = Number of Wakenings; MPS = Marijuana
problem scale. *p < .05. **p < .01.
DiscussionSleep pattern was significantly correlated with
GPA.Specifically, sleep onset latency, nap time,
and number of awakenings.Nap time and number of awakenings continued
to be significant predictors of GPA after accounting for all other variablesEach accounted for an additional 1% of GPA
variance.
DiscussionOverall, of modifiable variables:
Sleep variables accounted for 2% of GPA variance
Alcohol use disorders 2%Trait stress 1% Marijuana use 1%
AcknowledgementsDr. Daniel Taylor, PsychologyDr. Susan Eve, Associate Dean of the Honors
CollegeDr. Gloria Cox, Dean of the Honors CollegeDepartment of PsychologyCollege of Arts and Science
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Journal of Human Resources, 34(2), 268-293. Block, R. I., Erwin, W. J., & Ghoneim, M. M. (2002). Chronic drug use and cognitive impairments.
Pharmacology, Biochemistry & Behavior, 73(3), 491 Filer, R. K. (1981). The influence of effective human capital on the wage equation. In R. G.
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Hoshi, R., Mullins, K., Boundy, C., Brignell, C., Piccini, P., & Curran, H. V. (2007). Neurocognitive function in current and ex-users of ecstasy in comparison to both matched polydrug-using controls and drug-naïve controls. Psychopharmacology, 194, 371-379.
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Jones, E. B. & Jackson J. D. (1990). College grades and labor market rewards. The Journal of Human Resources, 25(2), 253-266.
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Solowij, N. et al. (2002). Cognitive functioning of long-term heavy cannabis users seeking treatment. JAMA: Journal of the American Medical Association, 287(9), 1123.
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.Svanum, S., & Zody, Z. (2001). Psychopathology and college grades. Journal of Counseling Psychology, 48(1), 72-76.
Thacher, P.V. (2008). University students and the “all nighter”: Correlates and patterns of students’ engagement in a single night of total sleep deprivation. Behavioral Sleep Medicine, 6, 16-31.
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