Kuhn Tara, Karsan Sameena, Heisz Jennifer J, Middleton Laura E
Brain and Body Lab, Department of Kinesiology and Health Sciences, University of Waterloo, Waterloo, ON, Canada.
Neurofit Lab, Department of Kinesiology, McMaster University, Hamilton, ON, Canada.
Front Psychol. 2024 Aug 2;15:1396579. doi: 10.3389/fpsyg.2024.1396579. eCollection 2024.
This study sought to understand how university student's academic discipline relates to sleep factors including attitudes, hygiene, quality, and duration.
Using a cross-sectional approach, a 30-min survey was advertised to students at two Canadian universities in March of 2022. Sleep measures included the Dysfunctional Beliefs and Attitudes Scale, the Sleep Hygiene Index, the Pittsburgh Sleep Quality Index, and the Insomnia Severity Index. Academic discipline was categorized into four groups: Health, Arts, Sciences, and Engineering. Multiple linear regressions were used to investigate (1) the effect of academic discipline on sleep measures, and (2) the effect of academic discipline, dysfunctional sleep attitudes, and sleep hygiene practices on insomnia, sleep quality and duration.
1,566 students completed the survey (69.4% women; 80.3% undergraduates). Compared to Health students, Art students had worse dysfunctional sleep attitudes, hygiene, quality, and insomnia severity ( < 0.001). This relationship disappeared after controlling for differences in mental health ( 0.05). Art students had longer sleep durations ( < 0.01), whereas Engineering students had shorter sleep durations ( < 0.05). When dysfunctional sleep attitudes and hygiene were included in the model, both academic discipline ( < 0.05) and sleep hygiene ( < 0.001) were associated with sleep duration. Sleep hygiene and attitudes were also associated with sleep quality and insomnia severity ( < 0.001), while academic discipline was not ( 0.05).
These results suggest differences in sleep quality across academic discipline are impacted by dysfunctional sleep attitudes, sleep hygiene, and mental health, whereas differences in sleep duration appear to be independent of these factors. Overall, students in different academic disciplines have unique relationships with sleep and thus may require targeted approaches to improve their sleep. Future interventions should focus on supporting sleep hygiene and attitudes to improve students' sleep and well-being.
本研究旨在了解大学生的学术专业与包括态度、卫生、质量和时长在内的睡眠因素之间的关系。
采用横断面研究方法，于2022年3月向加拿大两所大学的学生宣传一项30分钟的调查。睡眠测量指标包括功能失调信念与态度量表、睡眠卫生指数、匹兹堡睡眠质量指数和失眠严重程度指数。学术专业分为四组：健康、艺术、科学和工程。使用多元线性回归来研究（1）学术专业对睡眠测量指标的影响，以及（2）学术专业、功能失调的睡眠态度和睡眠卫生习惯对失眠、睡眠质量和时长的影响。
1566名学生完成了调查（69.4%为女性；80.3%为本科生）。与健康专业的学生相比，艺术专业的学生在功能失调的睡眠态度、卫生、质量和失眠严重程度方面更差（<0.001）。在控制心理健康差异后，这种关系消失了（>0.05）。艺术专业的学生睡眠时间更长（<0.01），而工程专业的学生睡眠时间更短（<0.05）。当将功能失调的睡眠态度和卫生习惯纳入模型时，学术专业（<0.05）和睡眠卫生习惯（<0.001）都与睡眠时间有关。睡眠卫生习惯和态度也与睡眠质量和失眠严重程度有关（<0.001），而学术专业则无关（>0.05）。
这些结果表明，各学术专业在睡眠质量上的差异受到功能失调的睡眠态度、睡眠卫生习惯和心理健康的影响，而睡眠时间的差异似乎与这些因素无关。总体而言，不同学术专业的学生与睡眠有着独特的关系，因此可能需要针对性的方法来改善他们的睡眠。未来的干预措施应侧重于支持睡眠卫生习惯和态度，以改善学生的睡眠和幸福感。
