Argelinda Baroni1, Jean-Marie Bruzzese2, Christina A Di Bartolo1, Adam Ciarleglio3, Jess P Shatkin1. 1. a Department of Child and Adolescent Psychiatry , New York University School of Medicine , New York City , New York , USA. 2. b Columbia University School of Nursing , New York City , New York , USA. 3. c Department of Psychiatry , Columbia University , New York City , New York , USA.
Abstract
OBJECTIVE: To examine the impact of a sleep course on sleep-related behaviors, mood, and anxiety in college students. PARTICIPANTS: Participants were 145 students enrolled in either the sleep course (n = 70) or a psychology course (n = 75); data were collected in September 2014, November 2014, and February 2015. METHODS: Sleep characteristics and symptoms of depression and anxiety were assessed using validated questionnaires and sleep logs. Linear, logistic and proportional odds regression models were used to test course effects. RESULTS: In November, sleep course students reported significant differences in sleep hygiene (SHI; p < .001), perceived sleep latency (PSQI; p < .05), and circadian sleep phase (MEQ; p < .05), compared to controls. In February, the sleep course students maintained most of the aforementioned gains and reported fewer symptoms of depression (CES-D; p = .05) and anxiety (BAI; p < .05). CONCLUSIONS: These positive preliminary results indicate that focused education has the potential to improve sleep among college students.
OBJECTIVE: To examine the impact of a sleep course on sleep-related behaviors, mood, and anxiety in college students. PARTICIPANTS: Participants were 145 students enrolled in either the sleep course (n = 70) or a psychology course (n = 75); data were collected in September 2014, November 2014, and February 2015. METHODS: Sleep characteristics and symptoms of depression and anxiety were assessed using validated questionnaires and sleep logs. Linear, logistic and proportional odds regression models were used to test course effects. RESULTS: In November, sleep course students reported significant differences in sleep hygiene (SHI; p < .001), perceived sleep latency (PSQI; p < .05), and circadian sleep phase (MEQ; p < .05), compared to controls. In February, the sleep course students maintained most of the aforementioned gains and reported fewer symptoms of depression (CES-D; p = .05) and anxiety (BAI; p < .05). CONCLUSIONS: These positive preliminary results indicate that focused education has the potential to improve sleep among college students.
Entities:
Keywords:
Anxiety; college students; depression; mental health; sleep behaviors
Authors: Joseph M Dzierzewski; Scott G Ravyts; Natalie D Dautovich; Elliottnell Perez; Dana Schreiber; Bruce D Rybarczyk Journal: J Clin Psychol Date: 2020-05-14
Authors: Md Dilshad Manzar; Ahmad H Alghadir; Masood Khan; Mohammed Salahuddin; Abdulrhman Albougami; Jestoni D Maniago; Brian A Vasquez; Seithikurippu R Pandi-Perumal; Ahmed S Bahammam Journal: Front Psychiatry Date: 2021-07-01 Impact factor: 4.157