Should I study or should I go (to sleep)? The influence of test schedule on the sleep behavior of undergraduates and its association with performance

• Published in: PloS one Vol. 16; no. 3; p. e0247104
• Main Authors: Estevan, Ignacio, Sardi, Romina, Tejera, Ana Clara, Silva, Ana, Tassino, Bettina
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 10.03.2021; Public Library of Science (PLoS)
• Subjects: Academic achievement; Biology and Life Sciences; College students; Educational aspects; Health aspects; Medicine and Health Sciences; People and Places; Physiological aspects; Research and Analysis Methods; Schedules, School; Sleep deprivation; Social Sciences; Uruguay
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0247104

Sleep is crucial for college students' well-being. Although recommended sleep duration is between 7-9 hours per day, many students do not sleep that much. Scholar demands are among the causes of observed sleep deprivation in youth. We explored the influence of having a school test on previous night sleep in first-year students and the association of sleep duration and test performance. We ran two surveys in freshman students of the Universidad de la República, Montevideo, Uruguay: 1) 97 students of the School of Sciences who took the test at the same time; and 2) 252 School of Psychology students who took the test in four successive shifts. More than 1/2 of the participants (survey #1) and almost 1/3 (survey #2) reported short regular sleep duration (< 7h). In both samples, the sleep duration of the night before the test was reduced with respect to regular nights (survey #1: 2.1 ± 0.2 h, p < 0.001; survey #2: between 1.7 ± 0.4 h and 3.6 ± 0.3 h, all p < 0.001), with more than 10% of the students who did not sleep at all. In survey 2, sleep duration increased in later shifts (F (3,248) = 4.6, p = 0.004). Using logit regressions, we confirmed that sleep duration was positively related to test scores in both samples (survey #1: exp B = 1.15, p < 0.001; pseudo-R2 = 0.38; survey #2: exp B = 1.03, p < 0.001; pseudo-R2 = 0.25). Delaying test start time may prevent the reduction in sleep duration, which may also improve school performance. In addition, educational policies should include information for students about the impact of sleep on learning and of the consequences of reduced sleep duration.