Impact of Sleep Quality on Academic Performance and Stress Among Final-Year Psychology Students

Project Abstract

This study examined the relationship between sleep quality, academic performance, and perceived stress among final-year psychology students, aiming to elucidate how sleep disturbances influence daily academic functioning and emotional well-being in a high-demand educational period. A convergent mixed-methods design was employed, integrating quantitative data from a cross-sectional survey (n = 420) and qualitative insights from through-life focus groups (n = 6 groups) and semi-structured interviews (n = 18). Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI), academic performance was operationalized via self-reported GPA corroborated with institutional records where available, and perceived stress was measured with the Perceived Stress Scale (PSS). Additional variables included sleep duration, sleep latency, wake after sleep onset, chronotype, caffeine intake, digital device use after bedtime, and social jetlag. Quantitative analyses entailed multiple regression models to determine the independent and mediated effects of sleep quality on GPA and PSS, controlling for age, gender, socioeconomic status, course workload, and prior academic achievement. Mediation analyses tested whether stress mediated the link between sleep quality and academic performance, while moderation analyses explored potential buffering effects of social support and coping strategies. Qualitative data were thematically analyzed to capture nuanced experiences of sleep disruption, stress appraisal, academic demands, and coping mechanisms, allowing triangulation with quantitative findings. Results indicated that poor sleep quality (PSQI > 5) significantly predicted lower GPA and higher perceived stress, even after controlling for covariates. Specifically, components related to sleep efficiency and sleep disturbances surfaced as the strongest predictors of academic performance deficits, whereas subjective sleep quality and daytime dysfunction more robustly predicted perceived stress. Mediation analysis revealed that perceived stress partially mediated the relationship between sleep quality and GPA, suggesting that disrupted sleep elevates stress levels, which in turn impairs academic performance. The qualitative narratives underscored pervasive sleep barriers including late-night study practices, irregular schedules due to clinical placements, and social obligations, with students often reporting a vicious cycle of stress-induced arousal and sleep disruption. Coping strategies such as time-management training, mindfulness meditation, structured bedtime routines, and reduced evening screen exposure were associated with better sleep quality and lower stress in some participants, though adoption varied widely. The study highlights the critical role of sleep health as a modifiable predictor of both academic outcomes and psychological well-being in the final-year psychology cohort. Implications for practice include integrating sleep hygiene education into academic support services, offering scheduling flexibility where possible, and embedding stress-management interventions within student wellness programs. The findings also suggest policy considerations for universities to promote circadian-aligned timetables and provide resources for monitoring and improving sleep health among high-stakes student populations. Limitations include reliance on self-reported GPA for a portion of participants and the cross-sectional design, which constrains causal inference; future longitudinal research is recommended to track sleep, stress, and performance trajectories across the final-year transition. Overall, improving sleep quality emerges as a promising avenue to bolster academic achievement and reduce stress among final-year psychology students.

Project Overview

What This Project Is About

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A plain-language overview of how sleep quality may affect how well final-year psychology students perform in their courses, as well as how it relates to stress and overall well-being. The project looks at daily sleep patterns, perceived sleep quality, and how these relate to exam scores, assignment outcomes, and stress levels.

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The Problem It Addresses

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Many students struggle with sleep due to workload and stress, which can influence memory, attention, and mood. This study fills gaps in understanding how sleep quality connects to academic results and stress specifically in the final year, when performance pressure is highest.

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Objectives of the Project

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1. Describe how sleep quality relates to academic performance among final-year psychology students.
2. Examine links between sleep and perceived stress.
3. Identify daily patterns and factors that predict better or worse sleep.
4. Suggest practical strategies to improve sleep and potentially boost performance.

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What You Will Do Step by Step

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1. Review existing research on sleep, performance, andStress in college students.
2. Design a simple data collection plan (surveys and optional sleep diary).
3. Recruit participants from final-year psychology cohorts.
4. Collect data on sleep quality, mood, stress, and self-reported grades.
5. Analyze relationships using basic statistics (correlations, comparisons).
6. Interpret findings in light of practical sleep improvement tips.

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Expected Outcome

Anticipated results include clear associations between high sleep quality and better grades, along with lower stress. The project should yield actionable recommendations for students and brief guidance for educators on supporting sleep hygiene.