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

Caitlin R. Semsarian, Gabrielle Rigney, Peter A. Cistulli and Yu Sun Bin
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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
Yu Sun Bin: Sleep Research Group, Charles Perkins Centre, University of Sydney, Camperdown, NSW 2006, Australia

IJERPH, 2021, vol. 18, issue 19, 1-14

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.

Keywords: health education; health knowledge; attitudes; practice; sleep hygiene; chronobiology discipline; program evaluation; young adults; circadian rhythm (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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