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Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

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  • Caitlin R. Semsarian

    (Sleep Research Group, Charles Perkins Centre, University of Sydney, Camperdown, NSW 2006, Australia)

  • Gabrielle Rigney

    (Appleton Institute of Behavioural Science, Central Queensland University, Wayville, SA 5034, Australia)

  • Peter A. Cistulli

    (Sleep Research Group, Charles Perkins Centre, University of Sydney, Camperdown, NSW 2006, Australia
    Northern Clinical School, Sydney Medical School, University of Sydney, Camperdown, NSW 2006, Australia)

  • Yu Sun Bin

    (Sleep Research Group, Charles Perkins Centre, University of Sydney, Camperdown, NSW 2006, Australia
    Northern Clinical School, Sydney Medical School, University of Sydney, Camperdown, NSW 2006, Australia)

Abstract

University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

Suggested Citation

  • Caitlin R. Semsarian & Gabrielle Rigney & Peter A. Cistulli & Yu Sun Bin, 2021. "Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours," IJERPH, MDPI, vol. 18(19), pages 1-14, September.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:19:p:10180-:d:644939
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    References listed on IDEAS

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    1. Marco Fabbri & Alessia Beracci & Monica Martoni & Debora Meneo & Lorenzo Tonetti & Vincenzo Natale, 2021. "Measuring Subjective Sleep Quality: A Review," IJERPH, MDPI, vol. 18(3), pages 1-50, January.
    2. Lukas Peter & Richard Reindl & Sigrid Zauter & Thomas Hillemacher & Kneginja Richter, 2019. "Effectiveness of an Online CBT-I Intervention and a Face-to-Face Treatment for Shift Work Sleep Disorder: A Comparison of Sleep Diary Data," IJERPH, MDPI, vol. 16(17), pages 1-11, August.
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    Cited by:

    1. Olatona, FA & Kolanisi, U & van Onselen, A, 2024. "Body Image Dissatisfaction, Disordered Eating Attitudes And Nutritional Status Among Female Undergraduate Students In Lagos, Nigeria," African Journal of Food, Agriculture, Nutrition and Development (AJFAND), African Journal of Food, Agriculture, Nutrition and Development (AJFAND), vol. 24(2), January.

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