SLEEP 2011 Abstract Supplement

A. Basic Science VIII. Behavior
0194
NAPPING, GPA AND MORNINGNESS-EVENINGNESS IN
UNDERGRADUATE STUDENTS
Walsh CM 1 , McNair T 1 , Culnan E 1 , Hildenbrand A 1 , Sexton-Radek K 2 ,
Kloss JD 1
1
Psychology, Drexel University, Philadelphia, PA, USA, 2 Psychology,
Elmhurst College, Elmhurst, IL, USA
Introduction: College students are notorious for irregular sleep habits,
including more evening chronotypes, disturbed sleep, and poor quantity.
Sleep quantity and academic performance are significantly related,
with less sleep associated with lower grade point average (GPA). Napping
has been shown to improve performance; however, its prevalence
among undergraduates and relation to GPA and chronotype is not wellestablished.
The study aimed to compare GPA, chronotype, and napping
habits among undergraduates during the Winter and Spring quarters
(January-May 2010).
Methods: Participants included 78 undergraduates (ages 18-30) at
Drexel University who were part of a larger study examining the impact
of sleep education on sleep knowledge, habits and other variables.
Based on mean nap length, participants were divided into 2 groups,
where “good” nappers napped for an average of ≤30 minutes and “poor”
napped for > 30. There were 24 good nappers (N= 11 males) and 54 poor
nappers (N= 14 males). The Morningness-Eveningness Questionnaire
(MEQ) assessed chronotype; nap frequency & duration were calculated
from a daily sleep diary over an average of 2 weeks. GPA was extracted
from transcripts. Group differences were assessed using independent t-
tests.
Results: Nearly 81% of the sample took at least one nap, with 69.2%
napping for an average of >30 minutes (M=57.58 ± 50.00). No significant
differences existed between good & poor nappers on GPA; however,
one emerged on MEQ scores for poor nappers (M=43.15 ± 7.26)
versus good nappers (M=45.83 ± 10.70); t(76)= -1.296, p=0.02. Poor
nappers had lower MEQ scores, indicating greater propensity towards
eveningness. Interestingly, no relationship was found between GPA and
napping.
Conclusion: Most of the sample reported both taking naps and napping
for longer than typically recommended to experience health benefits
(>30 minutes). Those whose naps averaged >30 minutes reported
a tendency toward eveningness, perhaps supporting a circadian phase
delay. One hypothesis is that students with evening preference who need
to wake up early may compensate by extending nap duration. This may
permeate a vicious cycle between napping & delaying bedtimes as homeostatic
pressure is attenuated at a typical bedtime due to extended
naps. While we did not find an association between napping, DSPS, &
GPA, future studies may more closely examine student sleep patterns,
napping habits, and chronotype with academic performance and daytime
functioning.
0195
SLEEP HABITS AND INSOMNIA SYMPTOMS IN COLLEGE
STUDENTS
Rutigliano JV 1 , Mindell JA 1,2 , DuMond C 2,3
1
Saint Joseph’s University, Philadelphia, PA, USA, 2 Children’s Hospital
of Philadelphia, Philadelphia, PA, USA, 3 University of Pennsylvania
School of Medicine, Philadelphia, PA, USA
Results: On weekdays, participants slept an average of 6.60 hours
(SD=1.28), and on weekends 7.90 hours (SD=1.50). The average weekday
bedtime was 12:39 A.M and the average wake time was 8:10 A.M.
On weekends, the average bedtime was 2:31 A.M and the average wake
time was 10:56 A.M. Alcohol consumption was associated with bedtimes,
wake times, night wakings, sleep latency on weekends, being late
or missing class, and GPA (r=.14 to .47, p 5).
Conclusion: Sleepiness may substantially impair ability to benefit from
a lecture. This exploratory study suggests that sleepiness among college
students is unmasked by lectures and consistently reaches a peak about
30 min into a lecture.
Introduction: Sleep problems are prevalent in college students, and can
interfere with functioning. Few studies have examined sleep habits, and
insomnia symptoms in college students. The purpose of this study was to
ascertain typical sleep habits and the prevalence of insomnia symptoms
in university students.
Methods: A survey was administered to 245 undergraduate students (71
males and 173 females) at a small university. 86.10% of participants
were Caucasian, 6.10% were African American, and 7.80% were other.
0197
IMPROVING ACCURACY OF SLEEP SELF-REPORTS USING
A BEHAVIOR ANALYTIC APPROACH
Montgomery-Downs HE, St. Peter Pipkin C, Massullo J
Psychology, West Virginia University, Morgantown, WV, USA
Introduction: Behavior analysts’ relative lack of attention to sleep
may be due, in part, to inaccuracy of self-report. Improving self-report
accuracy would allow researchers and clinicians to assess field-based
SLEEP, Volume 34, Abstract Supplement, 2011
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