The Relationship Between Sleep Deprivation and Cognitive Function in College Students
Keywords:
sleep deprivation, cognitive function, college students, working memory, attention, academic performanceAbstract
Background: Sleep deprivation is increasingly prevalent among college students, with potential significant impacts on cognitive performance and academic success. This study investigates the relationship between sleep duration, quality, and various measures of cognitive function in undergraduate students.
Methods: A cross-sectional study was conducted with 247 undergraduate students aged 18-24 years from a mid-sized university. Participants completed validated questionnaires, including the Pittsburgh Sleep Quality Index (PSQI), and maintained sleep diaries for 14 days. Cognitive function was assessed using computerized tests measuring attention, working memory, processing speed, and executive function. Sleep patterns were categorized into three groups: adequate sleep (≥7 hours), moderate sleep restriction (5-6.9 hours), and severe sleep restriction (<5 hours).
Results: Mean sleep duration was 6.2 ± 1.4 hours. Students with severe sleep restriction (n = 68) showed significantly impaired performance across all cognitive domains compared to those with adequate sleep (n = 89). Working memory scores were 23% lower (p < 0.001), sustained attention performance decreased by 18% (p < 0.01), and processing speed was reduced by 15% (p < 0.05) in severely sleep-deprived students. Poor sleep quality (PSQI > 5) was independently associated with decreased executive function performance (β = -0.34, p < 0.001).
Conclusions: Sleep deprivation significantly impairs multiple domains of cognitive function in college students, with dose-dependent relationships observed. These findings suggest that sleep intervention programs could potentially improve academic performance and overall well-being in this population.
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