Scholarlink

Study Objectives: <p>Sleep education programs are emerging in university settings, but educating students about sleep health does not always change nighttime behaviors. A potential solution for bridging this knowledge-behavior gap is to incorporate behavioral change techniques into sleep education programs. This study’s objective was to test the implementation intention technique in students completing an academically-demanding gateway course for medical career paths.</p> Methods: <p>Participants were undergraduate students enrolled in organic chemistry courses (n = 101, 64.4% females, 51.5% nonwhite). After completing baseline questionnaires and actigraphy monitoring, participants took the Sleep 101 educational program. They were randomly assigned to an Education-Only condition or to also form an implementation intention (combining sleep education with an implementation intention strategy [Education+II]). Education+II individuals formed specific plans to go to bed earlier for the next 5 school nights. Participants repeated questionnaires at midsemester (mean = 50.33 days) and next-semester (mean = 248.51 days) follow-ups. Academic performance records were extracted prior to the study, during the study semester, and during the following semester.</p> Results: <p>Following the educational program, both groups reported improvements in sleep quality, but only Education+II participants showed actigraphy-measured improvements in bedtimes and sleep duration. Some effects in the Education+II condition persisted at midsemester and next-semester follow-ups. Adjusting for prior academic performance, the Education+II condition showed worse academic outcomes initially (but not long term) than the Education-Only condition, particularly among students with evening circadian preferences.</p> Conclusions: <p>Incorporating behavioral change strategies into sleep education programs can improve sleep outcomes. The relationship between sleep and academic performance is complex in demanding academic programs.</p> Citation: <p>Barley BK, Scullin MK. Reinforcing sleep education with behavioral change strategies: intervention effects on sleep timing, sleep duration, and academic performance. <i>J Clin Sleep Med</i>. 2025;21(10):1697–1707.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Reinforcing sleep education with behavioral change strategies: intervention effects on sleep timing, sleep duration, and academic performance

  • 期刊论文

  • 发表日期：

    2025年10月1日

查看全文
  • Blake K. Barley,
  • Michael K. Scullin

摘要

Study Objectives:

Sleep education programs are emerging in university settings, but educating students about sleep health does not always change nighttime behaviors. A potential solution for bridging this knowledge-behavior gap is to incorporate behavioral change techniques into sleep education programs. This study’s objective was to test the implementation intention technique in students completing an academically-demanding gateway course for medical career paths.

Methods:

Participants were undergraduate students enrolled in organic chemistry courses (n = 101, 64.4% females, 51.5% nonwhite). After completing baseline questionnaires and actigraphy monitoring, participants took the Sleep 101 educational program. They were randomly assigned to an Education-Only condition or to also form an implementation intention (combining sleep education with an implementation intention strategy [Education+II]). Education+II individuals formed specific plans to go to bed earlier for the next 5 school nights. Participants repeated questionnaires at midsemester (mean = 50.33 days) and next-semester (mean = 248.51 days) follow-ups. Academic performance records were extracted prior to the study, during the study semester, and during the following semester.

Results:

Following the educational program, both groups reported improvements in sleep quality, but only Education+II participants showed actigraphy-measured improvements in bedtimes and sleep duration. Some effects in the Education+II condition persisted at midsemester and next-semester follow-ups. Adjusting for prior academic performance, the Education+II condition showed worse academic outcomes initially (but not long term) than the Education-Only condition, particularly among students with evening circadian preferences.

Conclusions:

Incorporating behavioral change strategies into sleep education programs can improve sleep outcomes. The relationship between sleep and academic performance is complex in demanding academic programs.

Citation:

Barley BK, Scullin MK. Reinforcing sleep education with behavioral change strategies: intervention effects on sleep timing, sleep duration, and academic performance. J Clin Sleep Med. 2025;21(10):1697–1707.