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It compiles and critically examines the effects of sleep and mood on cognition and academic performance while including relevant conflicting observations.
Sleep impacts academic performance. Past studies focused on the negative influence of shorter sleep duration and poor sleep quality on GPA. New novel sleep measures have emerged. Sleep consistency measures how likely a student is to be awake or asleep at the same time each day.
How will sleep deprivation affect college students, specifically their physiological health, psychological health, and cognitive function? How will ongoing sleep deprivation impact students' academic performance through their four years at university?
Research indicates that lack of sleep can lead to reduced concentration, impaired memory, and compromised physical performance, all of which may negatively affect academic performance (Chen,...
Relationship between sleep variables and academic performance. Sleep quality showed significant differences between the three AP groups (F = 17.804, p < 0.001; see Table 2). Higher overall scores on the PSQI, indicating worse sleep quality, were associated with worse AP (and vice versa).
The consequences of sleep deprivation and daytime sleepiness are especially problematic to college students and can result in lower grade point averages, increased risk of academic failure, compromised learning, impaired mood, and increased risk of motor vehicle accidents.
Stress induced by school/university will influence sleep; sleep itself can influence academic performance directly via effects on concentration and alertness (most likely the stronger effect) or by changing basic memory consolidation processes.
Sleep deprivation is common among university students, and has been associated with poor academic performance and physical dysfunction. However, current literature has a narrow focus in regard to domains tested, this study aimed to investigate the effects of a night of sleep deprivation on cognitive and physical performance in students.
Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.
The aim of this review is to focus on the effects of sleep deprivation/fragmentation on ‘day-after’ learning capacity and academic performance. In order to discuss these issues, we will briefly introduce the most recent findings on the relationships between sleep and learning-memory processes.