Many college students experience sleep deprivation, either because of a physiological disorder, an immaturity of their adolescent body clock, or by choice, either to accommodate a social life, a job, and/or family demands. They author investigated a correlation between sleep deprivation and poor academic performance. Not surprisingly, students who reported sleep-debt had lower GPAs than those who did not. The author found no significant correlation between self-reported sleep disorders and gender or race.
Sleep Disorders / College Students
The Prevalence of Sleep Disorders in College Students: Impact on Academic Performance
There are a number of reasons that college students experience sleep disorders. A common problem is sleep deprivation and resulting excessive daytime sleepiness (EDS). Both biological and social factors can be at the root of the problem, the consequences of which may be serious. The purpose of Gaultney's study was to look at sleep disorders among college students both by gender and age, and determine the effect on grade point average (GPA).
Gaultney points out that there is insufficient literature establishing the prevalence of sleep disorders among college students. Although both biological and social factors have been cited, the statistical breakdown is not known. In other words, students may voluntarily give up sleep for social purposes or to work at a job. They may be forced to give up sleep if they live in a noisy environment. Many college students are still in late adolescence and their bodies still controlled by adolescent physiology such as a biologically driven delayed sleep phase. Given the dearth of literature on the topic, Gaultney decided to explore the prevalence of sleep disorders among college students, determine whether race or gender was associated with different patterns of sleep disorders, and try to find out whether students at risk for sleep disorders were also at risk for poor academic performance.
Participants in the study included 1,845 students enrolled in Introductory Psychology labs at a large public university in the southeastern U.S. The demographics of the participants were as follows: 29% male, 70% white, 17% African-American, 4% Asian, $ percent Latino, and 5% "other." The average age was 20.38 years and the average GPA was 2.77 on a 4.0 scale. Forty-six percent of the students were freshmen, 26% were sophomores, 16% juniors, and 10% seniors. Seventy-six percent of the students considered themselves to be "evening" people.
The researcher used a survey called the SLEEP-50, which polls participants about a variety of sleep characteristics. The instrument has been validated for college students. Although the answers are self-reported and rated on a scale from one to four (e.g., "I am told I snore," (1) "not at all," (2) "somewhat," (3) "rather much," or (4) "very much"), the instrument is believed to have good internal consistency. Data was collected online during one academic year. Scores were determined for sleep disorders including Obstructive Sleep Apnea, Periodic Limb Movement Disorder/Restless Leg Syndrome, Insomnia, Narcolepsy, Circadian Rhythm Disorders, Sleepwalking, Nightmares, Affective Disorder, Hypersomnia, Sleep State Misperception, Sleep Hygiene (behaviors and environmental conditions influencing sleep), and Impact on Daily Functioning.
The results of the study indicated that students averaged just over six and a half hours of sleep per night on a typical school/work night and slightly more than nine hours per night when they did not have to get up the next day. On a scale of one to ten where "one" is not enough and "ten" is ideal, students rated their amount of sleep an average of 6.50. There were no significant differences found along racial lines. Females were at greatest risk for most sleep disorders. Students who reported no sleep disorder had higher GPAs than those who reported at least one sleep disorder. Self-proclaimed "morning" people also had higher GPAs. The researcher concluded that the link between sleep disorders and lower GPA is significant enough to warrant further study. "Successful treatment of sleep disorders or improved sleep practices might increase GPAs, improving students' chances of staying in school and ultimately graduating" (Gaultney, 2010, p. 95).
The results of the study were not surprising. The effects of sleep deprivation are well-known and well-documented. Occupational studies have shown that workers from emergency room personnel to truck drivers to heavy machine operators experience problems with performance when they are sleep-deprived. The resulting cognitive impairment can have serious, even fatal, consequences. Sleep-deprivation has long been used as a torture or interrogation technique. Cognitive impairment can manifest as confusion, short-term memory loss and even hallucinations. Recent studies have linked sleep-debt to weight gain and other health risks. Sleep deprivation among college students carries these risks, too, as well as the ones mentioned as a focus for the author's study. Students who are sleep-deprived do not perform as well academically as their well-rested peers.
The results of the study seemed obvious before they were even quantified with the procedure. In that regard, the study does not seem to have a tremendous amount of merit. Nevertheless, in order for positive change to take place, a problem must be identified and statistical data gathered to provide the evidence that change is needed. The sample population was relatively small and skewed heavily in favor of women and Caucasian students. Since gender and race were two variables the author wished to investigate, it seems reasonable to expect that she would have done a better job of ensuring equity among the sample population.
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