Students in college or in their first year of medical school undergo increased educational and social pressure. To cope, students may sacrifice sleep to meet demands. Poor sleep affects learning, performance, and health. Studies have been successful at improving sleep quality through the use of in-person recruitment or cognitive-behavioral therapy delivered over the internet (Trockel, Manber, Chang, Thurston, & Tailor, 2011). The purpose of the current study was to investigate whether an online sleep hygiene intervention could improve sleep quality. One hundred thirty-eight students from one undergraduate institution in Southeast Virginia completed this study. Students were divided into groups; one of them received information regarding good and bad sleep hygiene and the other received information about dreaming. Both groups filled out the Pittsburgh Sleep Quality Index (PSQI), The Sleep Hygiene Index (SHI), the Epworth Sleepiness Scale (ESS), the Sleep Hygiene Pretests/Post-test and the Positive and Negative Affect Schedule (PANAS). Two weeks later, participants filled out the same measures they filled out at the beginning of the study. A mixed analysis of variance was used to evaluate the two different groups. Results indicated significant differences between the two groups in sleep hygiene knowledge. Individuals who received information on this topic had higher levels of knowledge from baseline to post-intervention. No other significant findings were detected. On average, this sample of college students had similar total hours of sleep as other researchers have identified (Lund, Reider, Whiting, & Prichard, 2010). One hundred seven students (77%) were considered \"poor sleepers\" by the PSQI Global scores. The SHI also identified poor sleep hygiene practices within this sample. Lastly, participants had relatively average positive mood and below average negative mood as measured by the PANAS during baseline and post-intervention. The brief online sleep hygiene intervention did not improve students' sleep quality. It is believed the intervention did not succeed because students' motivation to alter their sleep practices was not assessed and this may have influenced the likelihood of behavior change. Future research should focus on participants' needs and motivation and use this information to tailor the intervention.
","abstract_html":"<p>Students in college or in their first year of medical school undergo increased educational and social pressure. To cope, students may sacrifice sleep to meet demands. Poor sleep affects learning, performance, and health. Studies have been successful at improving sleep quality through the use of in-person recruitment or cognitive-behavioral therapy delivered over the internet (Trockel, Manber, Chang, Thurston, & Tailor, 2011). The purpose of the current study was to investigate whether an online sleep hygiene intervention could improve sleep quality. One hundred thirty-eight students from one undergraduate institution in Southeast Virginia completed this study. Students were divided into groups; one of them received information regarding good and bad sleep hygiene and the other received information about dreaming. Both groups filled out the Pittsburgh Sleep Quality Index (PSQI), The Sleep Hygiene Index (SHI), the Epworth Sleepiness Scale (ESS), the Sleep Hygiene Pretests/Post-test and the Positive and Negative Affect Schedule (PANAS). Two weeks later, participants filled out the same measures they filled out at the beginning of the study. A mixed analysis of variance was used to evaluate the two different groups. Results indicated significant differences between the two groups in sleep hygiene knowledge. Individuals who received information on this topic had higher levels of knowledge from baseline to post-intervention. No other significant findings were detected. On average, this sample of college students had similar total hours of sleep as other researchers have identified (Lund, Reider, Whiting, & Prichard, 2010). One hundred seven students (77%) were considered "poor sleepers" by the PSQI Global scores. The SHI also identified poor sleep hygiene practices within this sample. Lastly, participants had relatively average positive mood and below average negative mood as measured by the PANAS during baseline and post-intervention. The brief online sleep hygiene intervention did not improve students' sleep quality. It is believed the intervention did not succeed because students' motivation to alter their sleep practices was not assessed and this may have influenced the likelihood of behavior change. Future research should focus on participants' needs and motivation and use this information to tailor the intervention.</p>","abstract_has_math":false,"creators":["Farias, Giuliana"],"institution":null,"degree_name":"Doctor of Psychology (PsyD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["J. Catesby Ware","Karen B, White","J. D. Ball","Barbara Winstead","Richard Handel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-01T07:00:00Z","date_published":"2012-07-01T07:00:00Z","updated_at":"2026-07-24T03:35:15Z","subjects":["Online intervention","Sleep","Sleep quality","Biological Psychology","Clinical Psychology","Cognitive Psychology","Educational Technology"],"languages":[],"rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
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"]},{"key":"dc:title","label":"Title","values":["The Effects of an Online Sleep Hygiene Intervention on Students' Sleep Quality"]}]}],"canonical_facts":{"dc:contributor":["J. Catesby Ware","Karen B, White","J. D. Ball","Barbara Winstead","Richard Handel"],"dc:creator":["Farias, Giuliana"],"dc:date.available":["2019-10-04T07:00:00Z"],"dc:description.abstract":["Students in college or in their first year of medical school undergo increased educational and social pressure. To cope, students may sacrifice sleep to meet demands. Poor sleep affects learning, performance, and health. Studies have been successful at improving sleep quality through the use of in-person recruitment or cognitive-behavioral therapy delivered over the internet (Trockel, Manber, Chang, Thurston, & Tailor, 2011). The purpose of the current study was to investigate whether an online sleep hygiene intervention could improve sleep quality. One hundred thirty-eight students from one undergraduate institution in Southeast Virginia completed this study. Students were divided into groups; one of them received information regarding good and bad sleep hygiene and the other received information about dreaming. Both groups filled out the Pittsburgh Sleep Quality Index (PSQI), The Sleep Hygiene Index (SHI), the Epworth Sleepiness Scale (ESS), the Sleep Hygiene Pretests/Post-test and the Positive and Negative Affect Schedule (PANAS). Two weeks later, participants filled out the same measures they filled out at the beginning of the study. A mixed analysis of variance was used to evaluate the two different groups. Results indicated significant differences between the two groups in sleep hygiene knowledge. Individuals who received information on this topic had higher levels of knowledge from baseline to post-intervention. No other significant findings were detected. On average, this sample of college students had similar total hours of sleep as other researchers have identified (Lund, Reider, Whiting, & Prichard, 2010). One hundred seven students (77%) were considered \"poor sleepers\" by the PSQI Global scores. The SHI also identified poor sleep hygiene practices within this sample. Lastly, participants had relatively average positive mood and below average negative mood as measured by the PANAS during baseline and post-intervention. The brief online sleep hygiene intervention did not improve students' sleep quality. It is believed the intervention did not succeed because students' motivation to alter their sleep practices was not assessed and this may have influenced the likelihood of behavior change. Future research should focus on participants' needs and motivation and use this information to tailor the intervention.
"],"dc:identifier":["9781267736413","https://digitalcommons.odu.edu/psychology_etds/276"],"dc:rights":["In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
"],"dc:subject":["Online intervention","Sleep","Sleep quality","Biological Psychology","Clinical Psychology","Cognitive Psychology","Educational Technology"],"dc:title":["The Effects of an Online Sleep Hygiene Intervention on Students' Sleep Quality"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Psychology (PsyD)"]},"updated_at":"2026-07-24T03:35:15Z"}