Abstract
ABSTRACT Learning capabilities and consequent academic performance are particularly dependent on sleep patterns and levels of drowsiness in adults, children and adolescents. The present study investigated the relationships between chronotype, academic performance and sleep quality in university students enrolled in health courses. Cross-sectional investigation of 165 volunteers who responded to morningness-eveningness questionnaire (MEQ), Pittsburgh Sleep Quality Index (PSQI), question about sleep behavior in the day before a test/assessment was carried out by comparing the variables with the assessment grade of these students. Students with worse sleep quality and those who deprived full night of sleep before the assessments had worse academic performance. Sleep quality score was significantly associated with academic performance but not chronotype´s scores. It is essential in the academic environment to take care of the sleep/wake cycle and consequently the learning process, to develop interventions to promote the quality of sleep and quality of life for students.
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