Background: Sleep quality plays an essential role in cognitive performance, memory consolidation, learning efficiency, and overall wellbeing. University students are particularly vulnerable to sleep disturbances because of academic stress, irregular sleep schedules, and lifestyle-related factors. Poor sleep quality has been associated with impaired academic performance and reduced cognitive functioning. Objective: This study aimed to evaluate the relationship between sleep patterns, sleep quality, and academic performance among female university students. Methods: A cross-sectional study was conducted among 201 female university students at Qassim University, Saudi Arabia. Data were collected using an electronic self-administered questionnaire that included demographic characteristics, sleep-related behaviors, and the Pittsburgh Sleep Quality Index (PSQI). Academic performance was assessed using self-reported Grade Point Average (GPA). Statistical analysis included descriptive statistics, Spearman correlation analysis, one-way ANOVA with Tukey post hoc analysis, Chi-square tests, and multiple linear regression analysis. Results: The mean GPA of the participants was 4.13 ± 0.60 (on a 5-point scale), while the mean PSQI score was 8.81 ± 3.26, indicating generally poor sleep quality. A significant negative correlation was observed between PSQI score and GPA (rho = −0.200, p = 0.0047). Students with good sleep quality demonstrated significantly higher GPA scores compared with students with poor sleep quality (F(2,194) = 6.31, p = 0.0022). Significant associations were also identified between sleep quality and both bedtime (p = 0.0009) and sleep duration category (p = 0.0002). However, after adjustment for other variables, the independent effect of PSQI on GPA was attenuated and did not reach statistical significance (p = 0.138). This discrepancy between the significant bivariate correlation (rho = −0.200, p = 0.005) and the non-significant multivariate result represents the most important finding of this study, suggesting that sleep quality alone does not independently predict GPA when other academic and behavioral factors are considered. Conclusion: Poor sleep quality was highly prevalent among female university students and showed a significant bivariate association with lower academic performance, though this relationship was attenuated in the multivariate model. Promoting healthy sleep behaviors may support student wellbeing and academic functioning, cognitive wellbeing, quality of life, and the advancement of Sustainable Development Goal 3 (Good Health and Well-Being).
Al‐Sowayan et al. (Mon,) studied this question.