Abstract
Objective: Although college students are at heightened risk for sleep disturbances, healthy sleep is associated with positive physical, cognitive, psychological, and academic benefits for this group. The goals of the current study were to (1) describe sleep health in an undergraduate college sample and (2) examine the role of a class activity using self-determination theory to promote better sleep health in this group. Methods: A cohort study was conducted using data drawn from class activities conducted in two undergraduate Introduction to Psychology courses. Students were undergraduates at a mid-Atlantic public university in the United States. Total sample size was N = 224 (intervention class [n = 98], and the control class [n = 127]). Both the intervention and control classes completed the RU SATED sleep health questionnaire at the beginning and the end of the semester. The intervention class also completed a self-determination activity focused on sleep health mid-semester. Both the RU SATED questionnaires and the self-determination activities were completed via in-class responder technology. Data were de-identified and downloaded from the responder technology at the end of the semester. Mixed methods were used for data analysis including quantitative analyses and a qualitative approach using a phenomenological, inductive, and reflexive qualitative method whereby themes were allowed to emerge from the data. Results: Overall, almost 25% of the students reported never or rarely obtaining healthy sleep on average. The majority (76%) said they sometimes have healthy sleep and no students reported usually or always obtaining healthy sleep. The components of sleep health the entire sample scored highest on were timing (sleeping between 2 and 4 AM), sleep duration (between 7 and 9 h), and staying awake during the day. The areas they scored the lowest on were maintaining regular bed and wake times, spending less than 30 min awake at night, and feeling satisfied with their sleep. Qualitatively, the most frequently obtained sleep health behaviors of the intervention class were rhythmicity, prioritizing sleep, timing of sleep, and tech hygiene. The intervention class had significantly better sleep health across the entire semester and significantly better daytime alertness post-intervention. The most commonly chosen sleep health behaviors to change were sleep hygiene, tech hygiene, and stimulus control. Conclusion: We examined the classroom environment as a venue for promoting sleep health among college students. Given the popularity of Introduction to Psychology courses, this class is a promising avenue to deliver sleep health promotions to a large number of students. The implementation of a self-determination framework, as part of sleep health promotion, shows potential for creating a person-centered, strengths-based approach to health behavior change within this population.