Graduate Program

Clinical Psychology

Degree Name

Master of Arts (MA)

Semester of Degree Completion

1996

Thesis Director

Linda Leal

Abstract

Daytime sleepiness and grade point average were examined to assess the strength and direction of the relationship. Other variables measured included depression, test anxiety, and stress. Sixty-one participants completed the study, 15 males and 46 females. Average age of the participants was 20.89 (SD = 1.18). Participants were given a series of five brief questionnaires. Participants volunteered for the study and completed the survey in a group, classroom setting. Measures included a demographic questionnaire, the Epworth Sleepiness Scale, Beck Depression Inventory, Test Attitude Inventory and the Perceived Stress Scale. It was found that while an inverse relationship exists between daytime sleepiness and grade point average, it did not approach statistical significance. Although sleep may play a minor role in performance levels, results of this study suggest that a decrease in performance is primarily mediated by other factors. Upon separate analysis of women and those who work or participate in extracurricular activities 12 hours or more per week, findings were similar, yielding significant positive correlations between sleepiness and stress, sleepiness and depression, stress and test anxiety, stress and depression, and depression and test anxiety for both groups, as well as the overall sample. There was also a significant correlation between sleepiness and test anxiety for the overall sample and for women, but not for those who participate in 12 or more hours of activity per week. None of the partial correlations reached significance for the three groups. An analysis of those who skip one or more classes regularly revealed the same six relationships for women and the overall sample. However, it also revealed a significant inverse relationship between grade point average and test anxiety. The same inverse relationship occurred when analyzing the group of participants who work or participate in activities less than 12 hours per week. For this particular group, the only other significant bivariate relationships were between stress and test anxiety, stress and depression, and depression and test anxiety. For the latter two groups, comparing grade point average and test anxiety while controlling for sleepiness resulted in a slight increase. No other partial correlations reached significance. In conclusion, a combination of many negative symptoms is likely to exist in the lives of college students. It appears that these symptoms are intertwined, which complicates the research process. Further examination of these areas is important in order to devise interventions useful for increasing academic potential.

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