0131 Depression, Anxiety, Stress, Sleep Quality, and Perceived Academic Performance in College Students

Abstract Introduction There is a significant amount of research which suggests that college students who exhibit poor sleep quality tend to have worse academic performance. Additionally, studies have shown correlations between stress levels and academic performance. In the current study, it was expected that college students with higher stress levels and lower sleep quality would report worse perceived academic performance. Methods Participants included 130 (male=21) full-time undergraduate students (mean age=19.65, SD=1.54 years). Participants completed an online survey that consisted of a series of questionnaires that examined demographics, perceived levels of academic performance, depression, anxiety, stress (Depression Anxiety Stress Scale; DASS-21), and sleep quality and duration (Pittsburgh Sleep Quality Index, PSQI). Results Preliminary data analyses were conducted. Average sleep duration (PSQI) was 7.00 hours per night (SD=1.36) and sleep quality (PSQI) was poor (M=6.86, SD=3.33). Mean depression (M=21.66) and stress (M=28.46) scores fell into severe categories, whereas anxiety scores (M=23.06) were extremely severe. Pearson correlations revealed that depression (r=.472, p.001), anxiety (r=.419, p.001), and stress (r=.527, p.001) were related to sleep quality. A One-Way ANOVA (F(4, 124)=2.507, p=.045) revealed that students who perceived making all A’s had the best sleep quality (M=5.22) compared to those who perceived making mostly A’s (7.00) or A’s/B’s (7.57). Depression, anxiety, and stress were not significantly related to perceived academic performance. Conclusion Higher rates of depression, anxiety, and stress were associated with poorer sleep quality. Students with better sleep quality perceived better academic performance compared to those with poorer sleep quality. A ceiling effect may have occurred with stress, potentially explaining the lack of relationship with perceived academic performance. Limitations include preliminary data analyses and the surveys were completed by participants within the last three weeks of the semester. The end of the semester likely contributed to high levels of stress and anxiety. Support (if any) None.