Grade point average and sleep relation - Annotated Bibliography Example

? Effects of Sleep on GPA Task: Effects of Sleep on GPA Present research holds that unsatisfactory sleep contributes significantly to its preceding activities. This is not only on an adult's work presentation, but also on how sound students perform at school. Young students who suffer sleep interruptions are likely to receive awful grades (Weisler, 2012). Current research on sleep deprivation among students proves that students with inferior grade point average (GPA) are likely to experience restlessness and difficulties in concentrating during the day. Therefore, this manuscript has annotated several articles that address the effects of sleep deprivation on a student’s GPA. They are empirical, as well as theoretical papers. Besides, the document has annotated book chapters. Tu, L., & Tran, N. (2010). Effects of sleep deprivation and language on working memory. Retrieved February 12, 2012 from: http://www.mikedillinger.com/SJSUpapers/TuTran2008_workingMemory.pdf. This empirical manuscript examines 18-30 year college students’ working memory after sleep deficiency. In addition, it studies the working memory of college students able to speak several languages. Concisely, this study looks into the correlation between the above factors, as well as their effects on recalling in a functioning memory. The partakers were sleep-deprived free students and bilingual speakers. However, sleep deprivation along with monolingual speakers served as controls of the study. Tu and Tran found that, sleep-deprived free and bilingual speakers performed reasonably well (Tu, 2010). In contrast, there was an insignificant result on the sleep-deprived and monolingual speakers. The authors argued that sleep deprivation and monolingual speaking contributes considerably to low working memory. This study provided a comprehensive follow-up to previous researchers who provided limited information on the correlation and effects of sleep deprivation and the proportion of languages an individual could eloquently speak (Tu, 2010). This article criticizes previous researches, arguing that there is a significant disparity between sleep deprivation and an individual’s capability to speak numerous languages for both sets. Gilbert, S., & Weaver, C. (2010). Sleep quality and academic performance in university students: A wake-up call for college psychologists, Journal of College Student Psychotherapy, 24, 295–306. This theoretical paper looks into the link between sleep deprivation, as well as poor sleep quality and academic performance among university students. The participants comprised of 557 undergraduates in the field of Psychology. One of the samples constituted of non-depressed students with clinically poor sleep quality, while the other sample composed of non-depressed with clinically good sleep quality (Gilbert, 2010). A different sample entailed the depressed individuals. In addition, it encompassed 64.3% females, while males were only 35.7%. The average age for the entities comprising the sample was 19.50. Later they screened for depressed individuals and remained with 468 participants for the analysis. In this group, the majority were also females. The refined sample’s average age was 19.46. Gilbert and Weaver noted that using a large sample size for non-depressed students alone provided a link between poor sleep quality and low academic performance. This theoretical work has provided a follow- up to previous articles citing that significant proportions of university students rarely receive adequate and high quality sleep (Gilbert, 2010). Secondly, they established that, amongst the college students, there is a soaring prevalence of poor sleep routine. This study suggests a new way of conceptualizing sleep deprivation by considering sleep quality and quantity as significant for academic success. Prestwich, D. et al. (2007). Tracking sleep times to reduce tiredness and improve sleep in college students, Californian Journal of Health Promotion, 5(2), 148-156. This review article examined participants enrolled in an individual fitness class. It determined the impact of additional sleep on health education. Additionally, they gathered the records of the amount of night sleep. They also recorded senses of daytime sleepiness. The majority of the accomplices were females (Prestwich, 2007). The females totaled to 38 while the men were only 14. Out of the 52 students, 46 enrolled in a minimum of 12 credits. However, each student was provided with a minimum of six credits. Most participants claimed to have engaged in part-time jobs. However, only six subjects had been working for over 30 hours. The participants of this study were in four samples. In addition, there was a control group. Secondly, the group received sleep education only. The third group kept a sleep log only, while the last group acquired both interventions. After a three-day recall, Prestwich and his group found that the group that had received both interventions improved on its sleep by 85% per night. This review article provided a precise follow-up and an empirical support to other articles addressing the issue of sleep depression (Prestwich, 2007). In addition, it provided a new method along with a new approach for future researchers to study the issue. Consequently, the review article has found a new way of conceptualizing sleep deprivation. Naik, A. (2006). The effects of sleep on short-term memory and academic performance. Retrieved February 12, 2012 from: http://scholarship.utm.edu/524/1/LD_5300_M29GB_211.pdf. These chapters examine the impact of the quantity of sleep on short term memory. Besides, it relates sleep quantity to academic aptitude. In addition, it makes use of the se“Grade Point Averages” (GPA) of the college students. The main participants in this case study constitute a total of 130 freshmen (Naik, 2006). Additionally, there are 43 males and 87 females chosen from five different classes of freshmen. Furthermore, there is an enrollment of a course of freshmen in a bid to facilitate the switch from high school to college. The subjects are required to complete a series of sleep quality tests. Secondly, there is an awareness of sleep hygiene and practical scale, as well as a seven-day sleep log. A short term memory test is also available (Naik, 2006). However, they will also receive a standardized digit span. Naik finds that Pearson’s correlations contributes significantly on academic performance. This study provides a basement support for other articles. Moreover, it argues that incoming freshmen are prone to poor sleep quality, thus a challenge in the maintenance of their GPS. Lastly, this review material is critical, since it criticises other previously written articles in addition to suggestions of new ways of conceptualising sleep deprivation. These chapters predict academic and cognitive performance based on sleep quality alongside sleep quantity, thus students ought to perform excellently. Galambos, N. et al. (2010). Rise and fall of sleep quantity and quality with student experiences across the first year of university, Journal of Research on Adolescence, 21(2), 342-349. This article examines 18.4 mental age Canadian students’ disparities of self-reported sleep duration and disturbance with effective, stressful, academic, as well as communal understanding across 187 Canadian students. The partakers were both female and male students. These participants included the core first year English classes. Those pursuing Engineering were administered separately as per their distinguished English prerequisites. The first sample comprised of students below 20, who attended a group session, where they filled consent form and open-and paper baseline questionnaires. Galambos and his friends established that when a negative impact and stress levels were high, sleep duration was longer (Galambos, et al., 2010). In addition, their study concluded that those students living far from their homes seemed to have poor quality of sleep. In addition, they were prone to portray an additional financial tension at baseline. Furthermore, they argued that during the months of negative effects and high echelon of stress, sleep quality became poorer. However, they provided that, sleep quality was higher during the months of high students interactions among themselves (Galambos, et al., 2010). This study is, therefore, a folow-up of other previously written articles. It also suggests new approaches of exploring how sleep quantity and quality rises and falls with respect to university first-year experiences. Concisely, this review article has provided possible approaches that underlie sleep-deprivation associations, including external barriers to sleep such as shared accomodation, internal states and homesickness. Nihayah, M. (2010). Sleeping hours and academic achievements: a study among biomedical science students. Procedia Social and Behavioral Sciences, 18, 617–621. This empirical paper examines the second-year and third-year students’ sleeping duration and its impacts on academic achievements. The students were in Biomedical Science. The participants included 104 subjects who attempted close-ended questionnaires. The study used Mann-Whitney test (Nihayah,2010). The group samples included students between 19-24 years, with ease of sleeping surroundings leading a lustrous way of life. However, Year 1 and Year 4 were excluded. In addition, Biomedical Science Students with sleeping turmoil such as insomnia, those on medication, as well as those who had taken caffeine beverage at night were also excluded. Nihayah found no association between the various levels of stress and the “Cummulative Grade Point Average” (CGPA) ( Nihayah,2010). In addition, the study revealed lack of association between skills of study and CGPA. However, the study identified lack of a considerable disparity in CGPA as per gender ( Nihayah,2010). In addition, male CGPA revealed a greater percentage than that of females. In general, this study has concluded that sleeping duration has no significant impact on academic CGPA achievements of students. This study criticizes the argument that sleeping duration impacts a student’s CGPA. Consequently, the study has argued that, there is no momentous association between sleeping duration and a student’s CGPA. However, the study provided that, a student’s CGPA differs significantly among different genders. Concisely, this survey provided an empirical support to the theory of sleep deprivation by stressing that depression disrupts concentration, as well as school attention. Consequently, sleep deprivation leads to depression and profoundly undermines the performance in academic work. Weisler, A. (2012). Study:Sleep habits affect sudent GPA. Retrieved February 12, 2012 from: http://www.collegian.psu.edu/archive/2007/11/02/study_sleep_habits_affect_stud.aspx This review article is a follow- up of the studies of a professor who studied sleep habits, academic transcripts of students. The study examines the relationship amid the amount of sleep and GPA (Weisler, 2012). The accomplices in this study consist of 111 learners, where some of them were all-nighters, while the rest were normal students. This study has provided that two-thirds of the participants claimed to have pulled an all-nighter at least once in a semester. Significantly, those who had made use of all-nighters were found to command a slightly lower GPA. In addition, the study discovered that, the findings were in line with those of earlier researchers such as Fredrick Brown. Brown had argued that there was a mutual accord among sleep researchers. He asserted that researchers had agreed on the fact that a proper night of sleep is of equivalent magnitude as it is the case of good nutrition ( Weisler, 2012). He added that sleep is not an appalling practice. Other researchers such as Cynthia Lajambe asserted that the popular believe that surrounded recovery sleep was based on unsupported data. She argued that it was impossible for students to live for six hours of sleep and then recover on weekends ( Weisler, 2012). She provided that students at the college level ought to enjoy an avarage of eight hours of sleep on a single night. However, Brown had warned that impacts of an all-nighter can profoundly be felt for a myriad of years. The review article stipulates that sleep deprivation can lead to unfavorable effects on the immune system of an individual. Consequently, it may lead to critical medical concerns. In conclusion, these articles have provided several tips for one to get sufficient sleep. For instance, they have emphasized that one should get ample sleep on a regular basis. In addition, the articles have extensively figured out the aspects that may hinder a person from enjoying a full sleep on a regular basis. Furthermore, they have emphasised that one should avoid energetic exercises prior to bedtime. References Galambos, N. et al. (2010). Rise and fall of sleep quantity and quality with student experiences across the first year of university, Journal of Research on Adolescence, 21(2), 342-349. Gilbert, S., & Weaver, C. (2010). Sleep quality and academic performance in university students: A wake-up call for college psychologists, Journal of College Student Psychotherapy, 24, 295–306. Naik, A. (2006). The effects of sleep on short-term memory and academic performance. Retrieved February 12, 2012 from: http://scholarship.utm.edu/524/1/LD_5300_M29GB_211.pdf Nihayah, M. (2010). Sleeping hours and academic achievements: a study among biomedical science students. Procedia Social and Behavioral Sciences, 18, 617–621. Prestwich, D. et al. (2007). Tracking sleep times to reduce tiredness and improve sleep in college students, Californian Journal of Health Promotion, 5(2), 148-156. Tu, L., & Tran, N. (2010). Effects of Sleep Deprivation and Language on Working Memory. Retrieved February 12, 2012 from: http://www.mikedillinger.com/SJSUpapers/TuTran2008_workingMemory.pdf Weisler, A. (2012). Study:Sleep habits affect sudent GPA. Retrieved February 12, 2012 from: http://www.collegian.psu.edu/archive/2007/11/02/study_sleep_habits_affect_stud.aspx Read More