Effectiveness of Sleep Interventions on Sleep Amount and Quality

Research indicates college students are sleeping too few hours (6.85+/-1.04 hrs/night) and many report poor quality of sleep. Variables such as availability of academic resources (e.g. library hours), roommates, class schedules, and sleep hygiene dictate how and when students work, play, study, and sleep. Research suggests too little sleep or poor sleep quality impacts overall health and academic performance. In an international study, Steptoe, Peacey and Wardle (2006) demonstrated a correlation between reduced sleep times and low ratings on a self-rated overall health scale in university students. Howell, Jahrig and Powell (2004) suggest that those who carry a full academic schedule, as well as those who take more demanding courses are more likely to have a lower G.P.A. when sleep problems are present. The purpose of this study was to determine the effect several sleep interventions on amount and quality of sleep as well as sense of daytime sleepiness in a sample of college students at a state university in the pacific northwest.

Participants included a sample of students in personal health courses. Students were divided into four groups, each receiving a different treatment (sleep education, sleep tracking, sleep education and sleep tracking, and control). Outcomes were assessed through a three day sleep recall and the Epworth Sleepiness Scale (ESS) completed at the beginning and end of the 3 week treatment. Sleep education was delivered by a qualified health educator and all students received the same information.

Repeated measures analysis of variance revealed no statistically significant main effects. However, students receiving both treatments (recording sleep times and sleep education) increased their average sleep by over 50 minutes per night. Students receiving sleep education or recording sleep times independently displayed no significant change in amount or quality of sleep. This resulted in approximately 2.7 more hours of sleep per week more for students receiving both treatments. This suggests a multilevel approach may be best when addressing sleeping problems in populations of college students. Further implications and considerations for future sleep related research will be discussed.