An investigation of factors influencing disrupted sleep in university students
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Abstract
Introduction: Sleep disruption is one of the psychosocial issues among college students which might adversely affect their lives. This study examines the role of individual and psychosocial factors and intensive scholastic schedule in disrupted sleep patterns among medical and paramedical sciences students. Materials and Methods: In this cross-sectional descriptive study on students of Semnan University of Medical Sciences, 143 males and 175 females were selected through convenience sampling. The subjects completed the Beck Anxiety Inventory, Multidimensional Acculturative Stress Scale, Global Sleep Assessment Questionnaire, Pittsburgh Sleep Symptom Questionnaire and Demographical characteristics Questionnaire. Data were analyzed using correlation and stepwise multiple regression. Results: There was a significantly positive relationship among anxiety, stress and intensive scholastic schedule with global sleep disruption and the severity of related symptoms (P<0.001). In addition, anxiety, stress and intensive scholastic schedule had a significant role in prediction of global sleep disruption and the severity of related symptoms (P<0.001). Age, grade, and gender do not have a significant role in prediction of global sleep disruption and the severity of related symptom (P>0.05). Conclusion: In order to decrease the effects of anxiety, stress and intensive scholastic schedule on sleep health of college students, it is suggested that college students should be supplied with psychological education on how to manage anxiety, stress and intensive scholastic schedule before the occurrence of their harmful outcomes in sleep health.
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