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Negative thinking and poor sleep beliefs significantly impact college students' sleep quality. Interventions should address cognitive factors beyond just sleep habits and knowledge for better sleep outcomes.

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Area of Science:

  • Psychology
  • Sleep Science
  • Cognitive Behavioral Therapy

Background:

  • College students often experience sleep disturbances.
  • Cognitive factors like repetitive negative thinking (RNT) and dysfunctional sleep beliefs are implicated in poor sleep.
  • Existing interventions may not fully address the cognitive underpinnings of insomnia in this population.

Purpose of the Study:

  • To investigate the causal relationships between dysfunctional sleep beliefs, RNT, sleep knowledge, sleep habits, and sleep outcomes in college students.
  • To test a novel model predicting sleep outcomes based on cognitive and behavioral sleep-related factors.
  • To identify key predictors of sleep onset latency (SOL), total sleep time (TST), and wake time after sleep onset (WASO).

Main Methods:

  • Path analysis was employed to model the complex relationships between variables.
  • 190 college students completed questionnaires assessing sleep beliefs, RNT, knowledge, and habits.
  • Objective sleep data were collected using actigraphy over two nights.

Main Results:

  • A re-specified model showed a significant, albeit small, predictive relationship between cognitive factors and behavioral sleep outcomes.
  • Repetitive negative thinking (RNT) and dysfunctional sleep beliefs were identified as significant predictors of sleep outcomes.
  • Sleep habits and knowledge did not show direct predictive effects on objective sleep measures.

Conclusions:

  • Cognitive aspects, including RNT and dysfunctional sleep beliefs, play a crucial role in predicting sleep outcomes in college students.
  • Findings support the inclusion of cognitive-behavioral therapy (CBT) components for insomnia treatment.
  • Effective sleep interventions for college students must extend beyond basic sleep hygiene education to address underlying cognitive patterns.