Sleep and Academic Performance

1. Sleep and Academic Performance Karlyn E. Vatthauer College of Arts & Science, Department of Psychology, & Honors College Mentor: Dr. Daniel Taylor, Ph.D., Department of Psychology, UNT

2. Research Topic • The predictive relationship of sleep and academic performance (GPA).

3. Vocabulary • Traditional - variables that have commonly been shown to predict academic performance in previous research • High school GPA, standardized test scores, ethnicity, gender, socioeconomic status • Modifiable - variables that may be amenable to treatment to increase academic performance • Alcohol/drug use, alcohol/drug disorder, anxiety, depression, sleep

4. Purpose • The 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

5. Research Questions • Is sleep significantly correlated with GPA? • If yes, in what way? • Is sleep a significant predictor of GPA when other variables are accounted for?

6. Literature Review • Several 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.

7. 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).

8. Literature Review • Research 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).

9. Literature Review • Previous 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).

10. Literature Review • Research 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

11. Literature Review • Sleep problems are a frequent occurrence within the college population (Forquer, Camden, Gabriau, & Johnson, 2008). • These problems should affect more than the bedroom.

12. Hypotheses • Sleep 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.

13. Methods • Participants (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.

14. Methods • Demographics • 74% were females • Ethnicity • 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)

15. Data Analysis • Multiple 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

16. Results • Multiple 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)

19. Discussion • Sleep 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 variables • Each accounted for an additional 1% of GPA variance.

20. Discussion • Overall, of modifiable variables: • Sleep variables accounted for 2% of GPA variance • Alcohol use disorders 2% • Trait stress 1% • Marijuana use 1%

21. Acknowledgements • Dr. Daniel Taylor, Psychology • Dr. Susan Eve, Associate Dean of the Honors College • Dr. Gloria Cox, Dean of the Honors College • Department of Psychology • College of Arts and Science

22. References • Betts, J.R. & Morell, D. (1999). The determinants of undergraduate grade point average. The 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. Ehrenberg (Ed.), Research in Labor Economics (pp. 367-416). Greenwich, CT: JAI Press. • Forquer, L. M., Camden, A. E., Gabriau, K. M., & Johnson, C. M. Sleep patterns of college students at a public university. Journal of American College Health, 56(5), 563-365. •  Gau, S. F., Kessler, R. C., Tseng, W. L., Wu, Y. Y., Chiu, Y. N., Yeh, C. B., et al. (2007). Association between sleep problems and symptoms of attention-deficit/ hyperactivity disorder in young adults. Sleep, 30(2), 195-201. • 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. • Hysenbegasi, A., Hass, S., & Rowland, C. (2005, September). The impact of depression on the academic productivity of university students. Journal of Mental Health Policy and Economics, 8(3), 145-151. • Jones, E. B. & Jackson J. D. (1990). College grades and labor market rewards. The Journal of Human Resources, 25(2), 253-266.

23. References • Paschall, M., & Freisthler, B. (2003, July). Does Heavy Drinking Affect Academic Performance in College? Findings from a Prospective Study of High Achievers?. Journal of Studies on Alcohol, 64(4), 515. • Peters, B. R., Joireman, J. & Ridgway, R. L. (2005). Individual differences in the consideration of future consequences scale correlate with sleep habits, sleep quality, and GPA in university students. Psychological Reports, 96, 817-824. • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. •  Singleton, R. A. (2007). Collegiate alcohol consumption and academic performance. Journal of studies on alcohol & drugs, 68(4), 548-555. • 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. • Stringer, P., Crown, S., Lucas, C., & Supramanium, S. (1977). Personality correlates of study difficulty and academic performance in university students: I. The Middlesex Hospital Questionnaire and Dynamic Personality Inventory. British Journal of Medical Psychology, 50(3), 267-274. • .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. • Wise, D. A. (1975). Academic achievement and job performance. American Economic Review, 67(5), 949-958.