The Moderating Role of Study Plans on the Relationship Between Sleep Disorders and Academic Performance
Overview
This paper investigates the relationship between sleep disorders and academic performance in college students, with study planning as a moderating variable. The research synthesizes existing literature demonstrating that sleep quality, duration, and consistency significantly impact student academic outcomes, while proposing that structured study plans may buffer against negative effects of sleep deprivation.
What this research paper covers
- Introduction: Reviews empirical evidence linking sleep patterns to academic performance and introduces study planning as a potential moderator
- Literature Review: Synthesizes findings from multiple studies (Hershner 2020, Gomes et al. 2011, Gaultney 2010, Okanu et al. 2019, Yusuf 2018) on sleep disorders, sleep hygiene, and study planning
- Hypothesis and Research Design: Presents the moderating hypothesis and indicates methodology using sleep disorders as dependent variable and academic performance as independent variable
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Introduction
Sleep plays a critical physiological function for every living being including learning and memory function in students. It facilitates the memory consolidation process by providing the ideal conditions for active reorganization of representations. Sleep disorders have an adverse effect on students’ performance in class and their general health. A study by Hershner (2020) revealed that the consistency of sleep patterns has a significant effect on GPA scores of college students. The study also showed that sleep disturbances affected learners’ retention abilities and those with co-morbid sleep disorder were most at risk of academic failure. Gomes et al. (2011) confirmed these findings after testing for links between sleep patterns and various evaluations of academic success among undergraduate college students. They learned that college students who consistently deprived themselves of sleep often underperformed when compared to learners who obtained enough sleep. Their findings showed lower academic performance among undergraduate students with poor sleep and features of daytime functioning impairment, which included feelings of depression, fatigue, and anxiety.
Gaultney (2010) also investigated the prevalence of sleep disorders among college students and discovered that many learners in college were at risk of developing sleeping disorders because of poor sleep hygiene practices. Poor sleep hygiene practices were blamed for sleep deprivation and excessive daytime sleepiness (EDS), impairing learners’ memory and decision-making abilities. The author also learned that those at risk of developing sleeping disorders were also likely to fail in their studies.