Nightly sleep duration predicts grade point average in the first year of college

Author:

Creswell J. David1,Tumminia Michael J.2,Price Stephen1ORCID,Sefidgar Yasaman3,Cohen Sheldon1ORCID,Ren Yiyi4,Brown Jennifer3,Dey Anind K.4,Dutcher Janine M.1ORCID,Villalba Daniella1,Mankoff Jennifer3,Xu Xuhai4,Creswell Kasey1ORCID,Doryab Afsaneh5,Mattingly Stephen6,Striegel Aaron6,Hachen David7,Martinez Gonzalo6,Lovett Marsha C.1

Affiliation:

1. Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213

2. School of Education, University of Pittsburgh, Pittsburgh, PA 15260

3. Paul G. Allen School of Computer Science and Engineering, University of Washington, Seattle, WA 98195

4. The Information School, University of Washington, Seattle, WA 98105

5. School of Engineering and Applied Science, University of Virginia, Charlottesville, VA 22904

6. Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN 46556

7. Department of Sociology, University of Notre Dame, Notre Dame, IN 46556

Abstract

Academic achievement in the first year of college is critical for setting students on a pathway toward long-term academic and life success, yet little is known about the factors that shape early college academic achievement. Given the important role sleep plays in learning and memory, here we extend this work to evaluate whether nightly sleep duration predicts change in end-of-semester grade point average (GPA). First-year college students from three independent universities provided sleep actigraphy for a month early in their winter/spring academic term across five studies. Findings showed that greater early-term total nightly sleep duration predicted higher end-of-term GPA, an effect that persisted even after controlling for previous-term GPA and daytime sleep. Specifically, every additional hour of average nightly sleep duration early in the semester was associated with an 0.07 increase in end-of-term GPA. Sensitivity analyses using sleep thresholds also indicated that sleeping less than 6 h each night was a period where sleep shifted from helpful to harmful for end-of-term GPA, relative to previous-term GPA. Notably, predictive relationships with GPA were specific to total nightly sleep duration, and not other markers of sleep, such as the midpoint of a student’s nightly sleep window or bedtime timing variability. These findings across five studies establish nightly sleep duration as an important factor in academic success and highlight the potential value of testing early academic term total sleep time interventions during the formative first year of college.

Funder

HHS | National Institutes of Health

Carnegie Mellon University

National Science Foundation

HHS | ACL | National Institute on Disability, Independent Living, and Rehabilitation Research

University of Washington

Publisher

Proceedings of the National Academy of Sciences

Subject

Multidisciplinary

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