Sleep Patterns and Psychological Health in Pre-Dental and Dental Students

Overview

Objectives/Goals This study examines the association of sleep patterns with psychological health in pre-dental and dental students. It is hypothesized that short sleep duration, high sleep debt, and later bedtime will be associated with poorer psychological health as shown by higher scores on negative moods and lower scores on positive moods. Methods/Materials 137 pre-dental and dental students were surveyed for sleep patterns, negative moods (negative affect, hostility, sadness, fatigue, stress), and positive moods (positive affect, joviality, attentiveness, life satisfaction, optimism, happiness, empathy). Results Average sleep duration was 6.7 hours on school nights and 8.2 hours on weekends (t = -13.63, p<.0001); 57.6% reported napping. Average sleep debt (=[hrs slept on weekends#hrs slept on school nights)x5]#hrs/wk napping) was 5.5 hrs/wk. Short sleep duration, higher sleep debt and later bedtime were each associated with significantly higher scores on negative moods and lower scores on positive moods, with sleep debt having the strongest associations (range r2 =.02 - .23, p#s=.05 - <.0001). ANOVAs showed students who slept 6 hours or less, had >7 hours sleep debt/week, or went to bed at 2 am or later had significantly higher scores on most negative moods and lower scores on most positive moods. There were no differences between early birds and night owls on mood. Conclusions/Discussion Sleep patterns resulting in a deficit of sleep (short duration, high debt, or late bedtime) are associated with poorer psychological health as evidenced by a variety of moods. Students with 6 or fewer hours of sleep per night, >7 hours of sleep debt/week, or bedtime at 2 am or later may be particularly vulnerable. Dental schools and pre-dental programs at undergraduate colleges should counsel students about the importance of sufficient sleep.

Competition history

• CSEF 2011 Behavioral & Social Sciences · Entry S0428

Resources

• CSEF project summary ↗

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