Exploring the nexus between sleep, chronotype, and non-cognitive predictors in university students: Implications for academic success.

Abstract

While the association between sleep-related variables and academic achievement is widely acknowledged, limited attention has been directed towards exploring non-cognitive predictors of academic achievement such as conscientiousness and self-regulation. In this study, we investigated the relationships between various sleep-related factors (circadian preference, chronotype, sleep duration, quality, and irregularity) and non-cognitive predictors (conscientiousness, self-regulation, self-efficacy, and achievement motivation) in 637 university students. Bivariate analyses revealed moderate to strong correlations among several sleep-related measures. Notably, distinctness, representing the subjective perception of daily changes, and daytime sleepiness exhibited negative associations with self-regulation, while high sleep quality was positively linked to robust self-regulation. These findings emphasize the importance of exploring various measures, particularly distinctness within circadian typology. Furthermore, we discuss the potential integration of sleep intervention programs with strategies aimed at enhancing self-regulation.