Sleep quality but not morning-evening preference is associated with academic performance in college students

The effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices and/or sleep quality of college students: a systematic review protocol

Background Our study aimed to examine the effects of COVID-19 on the physical fitness and academic performance of Chinese college students. Participants The sample included physical fitness test data from 9,712 undergraduate students and academic performance data from 12,000 undergraduate students at a top university in China. Methods Physical fitness was measured and evaluated according to the Chinese National Student Physical Fitness Standard. Data were analyzed using two-sample t-tests and Pearson product-moment correlations. Results Total physical fitness test scores of college students decreased after the outbreak, but their mean body mass index (BMI) remained at normal levels. The mean academic performance of college students unexpectedly improved during the online learning period. The positive correlation between physical test scores and academic performance was significantly higher during COVID-19 than that before the outbreak. Conclusions Chinese college students with high physical fitness during COVID-19 were more likely to achieve good academic performance.

The paper aims to investigate the association of mental health problems with academic performance of university students using data from a cross-sectional survey of Ukrainian university students during the war. The prevalence of mental health problems among students with their subsequent division into different severity groups is investigated. The study combines a cross-sectional survey method to collect data and a regression analysis technique to identify mental health problems that negatively associated with students' academic performance during the war. The survey questionnaire includes a demographic section, mental health screening tools, as well as Work Productivity and Activity Impairment: Special Health Problems (WPAI: SHP) section, adapted for the purpose of the study. The data sample includes responses from 1398 university students from different regions of Ukraine. According to survey data 85.8% of all respondents had depression symptoms, 66.1%- anxiety symptoms, 56.9%-sleep problems, and 48.1%- PTSD symptoms. Results of regression modeling confirms the devastating effect of mental health problems on academic performance of university students during the war, in particular, a severe depression symptoms, anxiety symptoms and sleep problems are associated with 17.4%, 12.2% and 11.0% decrease in academic performance of university students, respectively. The prevalence of mental health problems and related academic performance impairment among students during wartime become a challenge for the successful recovery of Ukrainian society and therefore require a quick response at both the institutional and public policy levels.

PurposeThe purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance.Design/methodology/approachThe sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments.FindingsDifficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude.Research limitations/implicationsA limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results.Practical implicationsData found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions.Originality/valueThe originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

This study was conducted to examine the relationship between smartphone addiction, sleep quality, and academic performance. The study presented quantitative research on 323 students in a public university in Sabah to explore the relationship between smartphone addiction, sleep quality, and academic performance. A simple random sampling was used in the study. The Smartphone Addiction Scale Short Version (SAS-SV) and the Pittsburgh Sleep Quality Index (PSQI) were used in this study. SPSS was used as a tool of analysis for descriptive and inferential analysis. Pearson correlation was involved to test the hypothesis of the study. The result indicated that the greater the smartphone addiction, the lower the academic performance of university students. The finding also proved that students with poor sleep quality might exhibit low academic performance. Smartphone addiction was found to be associated with sleep quality where overusing smartphones was related to poor sleep quality in university students. On this basis, the problem of smartphone addiction and sleep quality should be tackled in order to improve the academic performance of university students and their overall health.

Enhancing the academic performance (AP) of college students can contribute to the overall scientific literacy among this population, thereby fostering societal progress. The study investigates the correlation between college students' AP and the socio-educational environment (SEE, including family, roommates, and teachers), study motivation (SM, including self-efficacy and study behaviors). Based on the research findings, recommendations are offered to students, educators, and school administrators. Utilizing a stratified sampling approach, data was collected by selecting a sample of 330 first-year computer science students from a specific local university in Hebei Province, China. Data will be collected through a hierarchical sampling method. Using correlation analysis, difference analysis, and structural equation modeling (SEM) as data analysis methods. The data passed reliability and validity analysis (Cronbach's Alpha = 0.88, KMO = 0.88, χ2/df = 1.49RMSEA = 0.04). The independent sample T-test results showed that female students had higher academic performance than male students (p < 0.001), and there was no significant difference in academic performance between students from single parent or orphan families and students from normal families (p = 0.14), from non urban areas and from urban areas (p = 0.67). The results of the mediating effect analysis indicate that SM exerts complete mediation in the association between SEE and AP, with a mediating effect value of 0.18. The educational disparity between urban and rural areas in China is gradually narrowing. Support policies for students from impoverished families in higher education institutions are showing initial effectiveness. The conducive learning environment and educational atmosphere for students can indirectly influence their psychological state, thus impacting their academic performance during their university years.

It is currently accepted that ADHD leads to important difficulties in the educational functioning of children and adolescents. However, its actual relevance on the performance of university students is not yet recognized in the academic milieu and University Management Foundations. Objectives: The present study performed a systematic review of the scientific literature that deals with the academic performance of university students with ADHD, collecting the research conducted between 2018 and 2024. Likewise, we aimed to know the factors that influence on academic performance and evaluate the tools used in the collection of ADHD symptoms and educational data. Methods: The electronic databases PubMed, PsycInfo, and Scopus were used to search studies using PRISMA guidelines. Quantitative studies selected had to discuss about academic performance in college students with ADHD. For each study, quality of evidence was examined using the Quality Assessment Tool of the National Heart Lung and Blood Institute. Results: Fifteen studies with good-fair quality were included in the review. These studies demonstrated that an ADHD diagnosis or significant ADHD symptoms are associated with lower academic performance in college students, particularly those with inattention symptoms. Additionally, factors such as executive functions, medication use, and study strategies also influence the academic performance of these students. The most commonly used instruments for the assessment of ADHD were the screening measures ADHD Self-Report Scale and the ADHD Rating Scale—Self Report Version. To assess academic performance half of the studies collected the Grade Point Average directly from university records, while in other studies, students were asked directly for their grades. Conclusion: Overall, ADHD has a relevant impact on the academic performance of university students, but the evaluation methodology used has some differences with respect to child’s evaluations procedures. Therefore, studies in this population must include not only self-reported symptomatology, but also assessments from clinicians specialized in adult ADHD.

ObjectiveWe aimed to examine the effects of sleep quality on the association between pre-bedtime electronic screen media use for entertainment and academic performance among college students. We hypothesized that sleep quality mediates the association between pre-bedtime electronic screen media entertainment use and academic performance among college students.MethodsThis was a cross-sectional survey with 1385 participants (age 19.99 ± 1.4 years [range, 17–24 years] and 36.82% males) conducted at Shantou University. The levels of academic performance were based on self-reported academic class ranking from average grades of their last final major examinations. Poor sleep quality was defined as a total score of the Pittsburgh Sleep Quality Index >7. The pre-bedtime prolonged electronic screen media use for entertainment (PESM-E) was defined as the use of electronic screen media for entertainment longer than 60 minutes/night after 10:00 p.m. during the past 6 months.ResultsCollege students with pre-bedtime PESM-E were 1.28-fold more likely to have a poor academic performance than those who used electronic screen media less than 60 minutes (95% confidence interval [CI]: 1.04–1.57, P=0.020). Furthermore, pre-bedtime PESM-E was significantly associated with poor sleep quality (adjusted odds ratio [AOR]=1.87, 95% CI: 1.27–2.74, P=0.001) after controlling for confounders. Mediation model showed that poor sleep quality accounted for 53.08% of the effect of pre-bedtime PESM-E on lower levels of academic performance (Sobel Z=2.04, P=0.041).ConclusionPre-bedtime PESM-E is associated with poor academic performance in college students, and this association is mediated by poor sleep quality. Our findings highlight the importance of limiting the use of electronic screen media before bedtime in college students.

In recent years, the ongoing impact of the COVID-19 epidemic, irregular closed school life and frequent online teaching have negatively impacted the mental health and academic performance of many college students. Doing horticultural activities is an effective way to promote physical and mental health and enhance academic performance. This paper explores the relationship between horticultural activities participation, academic self-efficacy and positive mental characters under the perspective of disciplinary integration, with a view to promoting the mental health status and academic performance of college students and the application of horticultural therapy on college campuses. Questionnaires such as the Positive Mental Characters Scale for Chinese College Students (PMCS-CCS) and Academic Self-Efficacy Scale (ASES) are used to investigate 160 college students from four universities in China. The results show that horticultural activity participation is significantly positively correlated with academic self-efficacy (r = 0.345; p &lt; 0.01) and positive mental characters (r = 0.298; p &lt; 0.01), and horticultural activity participation can positively affect positive mental characters (B = 0.135, p &lt; 0.01). At the same time, academic self-efficacy has a partial mediating effect between horticultural activity participation and positive mental characters. Universities can actively carry out campus horticultural activities to enhance students’ horticultural activity participation, which in turn promotes academic self-efficacy and further enhances the positive psychological level of college students.

This study used the Social Cognitive Theory and Broaden-and-Build Theory to propose and validate a chain mediation model. In total, 417 Chinese college students were studied to explore the effects of parent–child relationships on their academic performance. In addition, we investigated the chain-mediating roles of gratitude and psychological capital. The results showed that (1) the parent–child relationship significantly and positively affected the academic performance of college students; (2) gratitude partially mediated the parent–child relationship and the academic performance of college students; (3) psychological capital partially mediated the parent-child relationship and the academic performance of college students; and (4) gratitude and psychological capital exerted a chain-mediating effect between parent–child relationships and the academic performance of college students. Based on the results of the study, we conclude that the parent–child relationship not only directly affects the academic performance of college students but also indirectly affects it through the chain mediation of gratitude and psychological capital. Moreover, we proposed reasonable suggestions on how colleges and universities can guide students to deal with parent-child relationships, strengthen gratitude education, and improve psychological capital.

Aim of the Study: This study aimed to examine the effects of social media use on academic performance and psycho-behavioural responses in university students during COVID-19. According to the study, there is a strong link between academic social media use, psycho-behavioral responses, and academic performance. It was also proposed that academic social media use and psycho-behavioural response could forecast academic success. The study also forecasted gender disparities in academic performance, psycho-behavioural responses, and social media use. Methodology: In the two government universities in Lahore, 200 students (113 females and 87 males) were polled, using purposive sampling and a quantitative correlation study design. A demographic information sheet, consent form, student learning behaviour scale (Abbas et al., 2019), social networking usage scale (Gupta &amp; Bashir, 2018), and a depression, anxiety, and stress scale (Lovibond &amp; Lovibond, 1995) were all included in the questionnaire. The data were examined using Pearson correlation, independent t-tests, and moderation regression analysis. Findings: The study found a negative correlation between academic social media usage and performance among university students. It was found that university students' academic performance during COVID-19 was negatively impacted by their use of academic social media. Significant gender-based disparities in psychological reactions like stress, anxiety, and academic performance were also discovered by the study. Conclusion: These findings can benefit students in making better academic use of social media and aid instructors in better understanding the factors affecting student success.

PurposeSocial media is a popular communication tool for college students in many countries including Malaysia. Even though the literature indicates that the use of social media in a higher learning environment is likely to enhance academic performance of college students, the mechanism that explains such association is yet to be explored. Based on the claims that the integration of social media use is purposeful to enhance student engagement, the purpose of this paper is to investigate the role of student engagement as a potential mediator between social media use and academic performance of college students in Malaysia.Design/methodology/approachA total number of 227 business students in one of the public universities in Malaysia were randomly chosen to participate in this study. Questionnaire was used as the main data collection technique, which was personally administered during class sessions. Data were analyzed using structural equation modeling-partial least square (SEM-PLS).FindingsThe result showed the multidimensionality of student engagement. It also indicated that cognitive engagement mediated the relationship between social media and academic performance, but not behavioral, emotional, or agentic engagement. The result suggests that social media has the potential to be used in a learning environment as it promotes cognitive engagement of students in class and subsequently their academic performance and success.Research limitations/implicationsOne of the limitations of the present study is that the generalizability of the finding to a much larger population of students may be limited as the sampled students were recruited from business students in one of the public universities in Malaysia only. Students of different academic programs in different universities may have a different pattern of using the social media.Practical implicationsThis study will help higher learning institutions and educators think of ways to integrate the use of social media in learning activities to help students achieve better academic performance. As shown by the findings, such use can encourage students to be cognitively engagedt in class in which the students can be more active learners.Originality/valueThe present study adds to the literature in social media use by addressing the issue of how it helps enhance academic performance of college students in a single model. Past studies tended to examine the role of social media and student engagement and the effect of student engagement on academic performance separately. Furthermore, this study took into consideration various types of social media used by college students who tend to have multiple accounts.

Caffeine can have a powerful effect on individuals. This article looks at the effect of caffeine on sleep and academic performance in college students, as well as types of caffeine consumed, how much caffeine is consumed, reasons students consume caffeine, sleep quality, and academic performance outcomes.

Introduction There is a significant amount of research which suggests that college students who exhibit poor sleep quality tend to have worse academic performance. Additionally, studies have shown correlations between stress levels and academic performance. In the current study, it was expected that college students with higher stress levels and lower sleep quality would report worse perceived academic performance. Methods Participants included 130 (male=21) full-time undergraduate students (mean age=19.65, SD=1.54 years). Participants completed an online survey that consisted of a series of questionnaires that examined demographics, perceived levels of academic performance, depression, anxiety, stress (Depression Anxiety Stress Scale; DASS-21), and sleep quality and duration (Pittsburgh Sleep Quality Index, PSQI). Results Preliminary data analyses were conducted. Average sleep duration (PSQI) was 7.00 hours per night (SD=1.36) and sleep quality (PSQI) was poor (M=6.86, SD=3.33). Mean depression (M=21.66) and stress (M=28.46) scores fell into severe categories, whereas anxiety scores (M=23.06) were extremely severe. Pearson correlations revealed that depression (r=.472, p&amp;lt;.001), anxiety (r=.419, p&amp;lt;.001), and stress (r=.527, p&amp;lt;.001) were related to sleep quality. A One-Way ANOVA (F(4, 124)=2.507, p=.045) revealed that students who perceived making all A’s had the best sleep quality (M=5.22) compared to those who perceived making mostly A’s (7.00) or A’s/B’s (7.57). Depression, anxiety, and stress were not significantly related to perceived academic performance. Conclusion Higher rates of depression, anxiety, and stress were associated with poorer sleep quality. Students with better sleep quality perceived better academic performance compared to those with poorer sleep quality. A ceiling effect may have occurred with stress, potentially explaining the lack of relationship with perceived academic performance. Limitations include preliminary data analyses and the surveys were completed by participants within the last three weeks of the semester. The end of the semester likely contributed to high levels of stress and anxiety. Support (if any) None.

University students tend to suffer from problems of sleep regularity, quantity and quality, which can affect their academic performance. These problems are related to changes typical of the phase of the life cycle in which they find themselves due to maturational, psychosocial development (associated with the processes of individuation and socialisation) and academic factors. The study of the relationship between sleep and academic performance in university students is an area of research of growing interest, which has started to be studied over the last two decades. To conduct a systematic review of the existing literature on the relationship between sleep and academic performance in university students. The articles included in the PubMed database were selected, following the PRISMA guidelines. Studies evaluating samples of subjects with an average age between 18 and 26 years, published in English or Spanish during the period 2000-2019 were included. Subsequently, the quality of the selected articles was evaluated according to the STROBE standard. Thirty studies were identified, which were grouped according to different aspects of sleep: drowsiness, duration, experience of total sleep deprivation, sleep quality, chronotype, regularity and sleep disorders. The results of these studies suggest that inadequate sleep has a negative effect on the academic performance of university students.