Unit 3 AAQ- Sleep and Grades
Although numerous studies have investigated the relationship between sleep and students’ academic performance, these studies utilized subjective measures of sleep duration and/or quality, typically in the form of self-report surveys; very few to date have used objective measures to quantify sleep duration and quality in students. Our aim in this study was to explore how sleep affects university students’ academic performance by objectively and ecologically tracking their sleep throughout an entire semester. By collecting quantitative sleep data over the course of the semester on nearly 100 students, we aimed to relate objective measures of sleep duration, quality, and consistency to academic performance from test to test and overall in the context of a real, large university college course. A secondary aim was to understand gender differences in sleep and academic performance.
Group 1
Your response to the question should be provided in six parts: A, B, C, D, E, and F. Write the response to each part of the question in complete sentences. Use appropriate psychological terminology in your response. Using the source provided, respond to all parts of the question.
On average, students went to bed at 1:54 a.m. (Median = 1:47 a.m., Standard Deviation (SD) of all bedtime samples = 2 h 11 min, SD of mean bedtime per participant = 1 h) and woke up at 9:17 a.m. (Median = 9:12 a.m., SD of all wake-up time samples = 2 h 2 min; SD of mean wake-up time per participant = 54 min). We conducted an ANOVA with the overall score (sum of all grade-relevant quizzes and exams) as the dependent variable and bedtime (before or after median) and wake-up time (before or after median) as the independent variables. We found a main effect of bedtime (F (1,82) = 6.45, p = 0.01), such that participants who went to bed before median bedtime had significantly higher overall score (X = 77.25%, SD = 13.71%) compared with participants who went to bed after median bedtime (X = 70.68%, SD = 11.01%). We also found a main effect of wake-up time (F (1, 82) = 6.43, p = 0.01), such that participants who woke up before median wake-up time had significantly higher overall score (X = 78.28%, SD = 9.33%) compared with participants who woke up after median wake-up time (X = 69.63%, SD = 14.38%).
A Pearson’s product-moment correlation between average bedtime and overall score revealed a significant and negative correlation (r (86) = −0.45, p < 0.0001), such that earlier average bedtime was associated with a higher overall score. There was a significant and negative correlation between average wake-up time and overall score (r (86) = −0.35, p < 0.001), such that earlier average wake-up time was associated with a higher overall score.
Overall, the mean duration of sleep for participants throughout the entire semester was 7 h 8 min (SD of all sleep samples = 1 h 48 min), SD of mean sleep duration per participant = 41 min). There was a significant positive correlation between mean sleep duration throughout the semester (sleep duration) and overall score (r (86) = 0.38, p < 0.0005), indicating that a greater amount of sleep was associated with a higher overall score (Fig. 1a). Similarly, there was a significant positive correlation between mean sleep quality throughout the semester (Sleep Quality) and Overall Score (r (86) = 0.44, p < 0.00005). Sleep inconsistency was defined for each participant as the standard deviation of the participant’s daily sleep duration in minutes so that a larger standard deviation indicated greater sleep inconsistency. There was a significant negative correlation between sleep inconsistency and overall score (r (86) = −0.36, p < 0.001), indicating that the greater inconsistency in sleep duration was associated with a lower overall score (Fig. 1b).
Fig. 1 Correlations between sleep measures and overall score. a. Average daily hours slept (sleep duration) vs. overall score for the semester. b. Standard deviation of average daily hours of sleep (sleep inconsistency) vs. overall score in class
Question 1a
Short answer
Identify the research method used in the study.
Question 1b
Short answer
State the operational definition of sleep quality.
Question 1c
Short answer
Describe what the researchers meant when they stated that the correlation between mean sleep duration and overall score was significant.
Question 1d
Short answer
Identify at least one ethical guideline applied by the researchers.
Question 1e
Short answer
Explain the extent to which the research findings may or may not be generalizable using specific and relevant evidence from the study.
Question 1f
Short answer
Explain how at least one of the research findings supports or refutes the researchers’ hypothesis that adequate, consistent, & quality sleep positively affects academic performance.
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