Karlyn E. Vatthauer College of Arts & Science, Department of

Psychology, & Honors College

Mentor: Dr. Daniel Taylor, Ph.D., Department of Psychology, UNT

Research Topic The predictive relationship of sleep and

academic performance (GPA).

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

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

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?

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.

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).

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).

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).

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

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.

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.

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.

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)

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

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)

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.

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.

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.

Discussion Overall, of modifiable variables:

Sleep variables accounted for 2% of GPA

variance

Alcohol use disorders 2%

Trait stress 1%

Marijuana use 1%

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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