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Karlyn E. Vatthauer College of Arts & Science, Department of
Psychology, & Honors College
Mentor: Dr. Daniel Taylor, Ph.D., Department of Psychology, UNT
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Research Topic The predictive relationship of sleep and
academic performance (GPA).
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Vocabulary Traditional - variables that have commonly been
shown to predict academic performance in
previous research
High school GPA, standardized test scores,
ethnicity, gender, socioeconomic status
Modifiable - variables that may be amenable to
treatment to increase academic performance
Alcohol/drug use, alcohol/drug disorder,
anxiety, depression, sleep
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Purpose The intention of this project was to compare
traditional and modifiable variables, specifically
sleep, as predictors of GPA (cumulative &
semester*).
* Data not shown in this presentation
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Research Questions
Is sleep significantly correlated with GPA?
If yes, in what way?
Is sleep a significant predictor of GPA when other
variables are accounted for?
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Literature Review Several studies have shown a positive
correlation between undergraduate academic
performance (GPA) and postgraduate earnings
(Filer 1981, 1983; Jones & Jackson, 1990;
Pascarella & Terenzini, 2003; Wise, 1975).
Colleges and universities rely very heavily on
standardized test scores and high school grades
to predict GPA.
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Literature Review When combined, HS GPA and standardized test
scores only predict 25 % of GPA variance (ACT,
1997; Boldt, 1986; Mathiasen, 1984; Mouw &
Khanna).
In previous studies, gender, ethnicity, and
socioeconomic status (SES) have predicted GPA
(Betts & Morell, 1999; Peters, Joireman, &
Ridgway, 2005).
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Literature Review Research has shown mixed results (negative
relationship or no relationship) for alcohol use as
a predictor of GPA (Paschall & Freisthler, 2003;
Singleton, 2007).
Chronic drug use leads to cognitive impairments
on achievement tests (Block, Erwin, & Ghoneim,
2002; Hoshi, Mullins, Boundy, Brignell, Piccini, &
Curran, 2007; Solowij et al., 2002).
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Literature Review Previous and current research has shown a
positive relationship between anxiety disorders
and GPA (Stringer, Crown, Lucas, &
Supramanium, 1977).
Research has yet to show whether a
relationship exists between depression and GPA
(Hysenbegasi, 2005; Svanum & Zody, 2001).
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Literature Review Research of sleep patterns and academic
performance has been very limited.
Most researchers use total sleep time to study differences in sleep patterns (Gau et. al, 2007; Peters et al., 2005; Thacher, 2008).
There are many other sleep variables that can be studied:
Time in bed, sleep efficiency, sleep onset latency, wake after sleep onset, time awake in morning, nap time, and number of awakenings
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Literature Review Sleep problems are a frequent occurrence within
the college population (Forquer, Camden,
Gabriau, & Johnson, 2008).
These problems should
affect more than the
bedroom.
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Hypotheses Sleep pattern will be significantly correlated with
GPA because it is a primary part of students’ lifestyles. Specifically, sleep onset latency, wake time
after sleep onset, and time awake in morning will predict GPA.
Sleep pattern will significantly predict GPA when all variables are accounted for.
Sleep pattern will significantly predict GPA when traditional variables are removed.
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Methods Participants (N = 951) were recruited from
undergraduate psychology classes at the
University of North Texas.
Participants completed a self-report health
questionnaire packet and a week long sleep
diary, available on the SONA system, an online
research service.
Students received four extra credit points
towards their psychology class.
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Methods Demographics
74% were females
Ethnicity
63% Caucasian
13% African-American
10% Hispanic-American
5% Asian/Pacific-Islander
1% Native American
4% other
Academic rank
40% freshmen
27% sophomores
19% juniors
15% seniors
Age (M = 20.3; SD = 3.9).
Family income ( Mean = $100,000 - $149,000 (SD = 2.9)
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Data Analysis Multiple correlation
Sleep pattern variables and GPA
All other variables and GPA*
Stepwise multiple regression
Significant correlates and GPA**
Significant modifiable variables and GPA
*Data not shown in this presentation
**Only sleep pattern variables shown
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Results Multiple correlation of sleep pattern and GPA
Significant relationship between GPA and:
Sleep onset latency (r = -.06, p < .05)
Nap time (r = -.11, p < .01)
Number of awakenings (r = .08, p < .05)
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Table 1
Summary of Stepwise Multiple Regression Analysis with Significant
Correlates as Criterion
Step Predictor Variable R² R² F β
6 NWAK .18 .01 5.93* .10**
7 NAP .19 .01 6.42* -.08*
Note. NWAK = Number of Wakenings; NAP = Nap Time; PSS =
Perceived stress scale
*p < .05. **p < .01.
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Table 2
Summary of Stepwise Multiple Regression Analysis with Significant Intervention-
Possible Correlates as Criterion
Step Predictor Variable R² R² F β
1 AUDIT .02 .02 20.26** -.12**
2 NAP .03 .01 11.44** -.11**
3 PSS .04 .01 9.20** -.11**
4 NWAK .06 .01 10.02** .11**
5 MPS .06 .01 5.07* -.08 *
Note. AUDIT = Alcohol use disorders identification test; NAP = Nap Time; PSS =
Perceived stress scale; NWAK = Number of Wakenings; MPS = Marijuana
problem scale. *p < .05. **p < .01.
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Discussion Sleep pattern was significantly correlated with
GPA.
Specifically, sleep onset latency, nap time, and
number of awakenings.
Nap time and number of awakenings continued
to be significant predictors of GPA after
accounting for all other variables
Each accounted for an additional 1% of GPA
variance.
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Discussion Overall, of modifiable variables:
Sleep variables accounted for 2% of GPA
variance
Alcohol use disorders 2%
Trait stress 1%
Marijuana use 1%
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Acknowledgements Dr. Daniel Taylor, Psychology
Dr. Susan Eve, Associate Dean of the Honors
College
Dr. Gloria Cox, Dean of the Honors College
Department of Psychology
College of Arts and Science
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References Betts, J.R. & Morell, D. (1999). The determinants of undergraduate grade point average. The
Journal of Human Resources, 34(2), 268-293.
Block, R. I., Erwin, W. J., & Ghoneim, M. M. (2002). Chronic drug use and cognitive impairments.
Pharmacology, Biochemistry & Behavior, 73(3), 491
Filer, R. K. (1981). The influence of effective human capital on the wage equation. In R. G.
Ehrenberg (Ed.), Research in Labor Economics (pp. 367-416). Greenwich, CT: JAI Press.
Forquer, L. M., Camden, A. E., Gabriau, K. M., & Johnson, C. M. Sleep patterns of college students
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Gau, S. F., Kessler, R. C., Tseng, W. L., Wu, Y. Y., Chiu, Y. N., Yeh, C. B., et al. (2007). Association
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Hoshi, R., Mullins, K., Boundy, C., Brignell, C., Piccini, P., & Curran, H. V. (2007). Neurocognitive
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and drug-naïve controls. Psychopharmacology, 194, 371-379.
Hysenbegasi, A., Hass, S., & Rowland, C. (2005, September). The impact of depression on the
academic productivity of university students. Journal of Mental Health Policy and Economics, 8(3),
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Jones, E. B. & Jackson J. D. (1990). College grades and labor market rewards. The Journal of
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References Paschall, M., & Freisthler, B. (2003, July). Does Heavy Drinking Affect Academic Performance in
College? Findings from a Prospective Study of High Achievers?. Journal of Studies on Alcohol, 64(4), 515.
Peters, B. R., Joireman, J. & Ridgway, R. L. (2005). Individual differences in the consideration of future consequences scale correlate with sleep habits, sleep quality, and GPA in university students. Psychological Reports, 96, 817-824.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288.
Singleton, R. A. (2007). Collegiate alcohol consumption and academic performance. Journal of studies on alcohol & drugs, 68(4), 548-555.
Solowij, N. et al. (2002). Cognitive functioning of long-term heavy cannabis users seeking treatment. JAMA: Journal of the American Medical Association, 287(9), 1123.
Stringer, P., Crown, S., Lucas, C., & Supramanium, S. (1977). Personality correlates of study difficulty and academic performance in university students: I. The Middlesex Hospital Questionnaire and Dynamic Personality Inventory. British Journal of Medical Psychology, 50(3), 267-274.
.Svanum, S., & Zody, Z. (2001). Psychopathology and college grades. Journal of Counseling Psychology, 48(1), 72-76.
Thacher, P.V. (2008). University students and the “all nighter”: Correlates and patterns of students’ engagement in a single night of total sleep deprivation. Behavioral Sleep Medicine, 6, 16-31.
Wise, D. A. (1975). Academic achievement and job performance. American Economic Review, 67(5), 949-958.