Zakiei Ali, Khazaie Habibolah, Azadi Mahdis, Mohsenpour Sarina, Komasi Saeid
Sleep Disorders Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Social Development and Health Promotion Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
BMC Med Educ. 2025 Jul 7;25(1):1018. doi: 10.1186/s12909-025-07617-6.
Given the importance of sleep during young adulthood and the role of students as key societal assets, investigating psychological factors related to stress and academic burnout is essential. Therefore, the present study aimed to examine the relationship between sleep quality and academic burnout, with the mediating role of perceived stress.
This cross-sectional study was conducted among students at Kermanshah University of Medical Sciences in 2024. Data analysis was performed on 476 participants, of whom 316 (66.4%) were female, with a mean age of 22.6 ± 4.8 years. Data were collected using the Pittsburgh Sleep Quality Index, Perceived Stress Scale, and Academic Burnout Inventory.
The results indicated a significant positive relationship between sleep quality and perceived stress, as well as academic burnout. Additionally, the findings revealed that the indirect effect of subjective sleep quality on academic burnout through perceived stress was significant (β = 0.13, p < 0.001). Similarly, the indirect effect of sleep latency on academic burnout was significant (β = 0.10, p < 0.001), as was the indirect effect of daytime dysfunction (β = 0.09) on academic burnout through perceived stress (p < 0.001). The total indirect effect of sleep quality on academic burnout via perceived stress was significant, with a standardized coefficient of 0.18 (p < 0.001).
It can be concluded that reduced sleep quality leads to academic burnout by increasing perceived stress levels. Therefore, it is recommended that policymakers and educational planners prioritize improving students' sleep quality and organize appropriate workshops to address perceived stress among students.
鉴于青年期睡眠的重要性以及学生作为关键社会资产的角色，研究与压力和学业倦怠相关的心理因素至关重要。因此，本研究旨在探讨睡眠质量与学业倦怠之间的关系，以及感知压力的中介作用。
本横断面研究于2024年在克尔曼沙赫医科大学的学生中进行。对476名参与者进行了数据分析，其中316名（66.4%）为女性，平均年龄为22.6±4.8岁。使用匹兹堡睡眠质量指数、感知压力量表和学业倦怠量表收集数据。
结果表明，睡眠质量与感知压力以及学业倦怠之间存在显著的正相关关系。此外，研究结果显示，主观睡眠质量通过感知压力对学业倦怠的间接效应显著（β = 0.13，p < 0.001）。同样，睡眠潜伏期对学业倦怠的间接效应显著（β = 0.10，p < 0.001），白天功能障碍通过感知压力对学业倦怠的间接效应也显著（β = 0.09，p < 0.001）。睡眠质量通过感知压力对学业倦怠的总间接效应显著，标准化系数为0.18（p < 0.001）。
可以得出结论，睡眠质量下降会通过提高感知压力水平导致学业倦怠。因此，建议政策制定者和教育规划者优先改善学生的睡眠质量，并组织适当的工作坊来解决学生的感知压力问题。
