This paper explores undergraduate students and academic achievement. The undergraduate student’s quality sleep have an impact on the student’s GPA score. Previous studies have found that if the student had quality sleep during the last night, they were more likely to oversleep less and had a greater GPA (Peters et al., 2005). On the other hand the students who had less sleep the previous night overslept and recorded less improvement in their GPA (Peters et al., 2005). The purpose of this paper was to explore cognitive, emotional, physical, and social aspects of development and analyze the various articles regarding undergraduate students and quality of sleep. Specifically, I explored different variables, including quality of sleep and exercise, availability of academic advising for students, health status, wellness, and well-being centers impact on students’ performance in terms of GPA Score.
First, I explored the cognitive domain. Peters, Jeff, and Ridgway (2005) explored the relationship between individuals sleeping habits, quality of sleep and Grade Point Average (GPA). The study explored 156 female and 75 male respondents aged 18 to 41 years. The sample was selected from upper division courses in psychology and biology courses and introductory courses. The results indicated that students who developed a regular sleep schedule and satisfied sleep were more likely to have less oversleeping cases and improved GPA (Peters et al., 2005). Upon the author’s analysis of the data from the respondents, variables sleep, GPA, and future outcomes did not differ much from the respondents sampled. From the experiment, women scored higher GPA and scored higher in future consequences as compared to men. It further indicated that men overslept while women had challenged to sleep. The experiment investigated that relationship for the variables GPA at 3.30 and score on consideration of future outcome at 4.88 and sleep. Respondents who scored high in future outcome recorded for higher GPA, because they individual further slept less, less like the hood to oversleep -0.17, less actual sleep, and less dissatisfaction with sleep at 0.06. The university peer connection can address the issue by creating workshops and awareness of the importance of controlling sleep. This is important to respondent’s increasing his or his GPA and controlling future consequences. Peer connection is located inside the Student Services Center. In the student services center, peer connections offers workshops and tutoring to any students that are struggling in their classes.
Similarly, Campbell and Nutt (2008) focused on the need for supporting students engagement and learning achievement. The study suggests for the right support to learners on cultivating curiosity, engagement, increasing know-how including academic advising. In the experimental study, sampled from 146 undergraduate respondents in fineness and fitness and sports were examined. The data of the experimental sampled, informed the researcher that all respondents from personal experience were from the closed-ended questionnaire. The results from many respondents were actively involved in the advising process but needed to be informed on course requirement and credit transfer process. The researcher found that student’s
engagement in the academic advising, achievements, and learning they were all found to influence the success of the student. Also, the faculty played a significant role in advising students which provided meaningful experience as this is created the best strategies for collaboration between students and the department (Campbell & Nutt, 2008). A possible campus resource center would be the Students Wellness Center to enable students to air their views and get advisory. This center helped to meet every struggling student need so everyone could have a great chance to learn and improve their academics. They provide mental help. Also, help you break the task down into smaller chunks can be an effective method to help you and as well as paying attention long enough to learn and make academic progress if you’re struggling with attention span. Students Wellness Center located on the East side of the campus and in front of the Event Center.
In this next section, I discussed the relationship between college students and academic achievement as it relates to their social development. Haj-Yahia and de Zoysa (2008) examined the psychological effects of violence on children and rates of violence exposure for students in
Sri Lanka. The study sampled 476 students in large Sri Lanka University with the majority of the sample being female at 50.6% aged 19 to 34 years. Respondents between 2% and 16% indicated having witnessed interparental or family violence before the age of 18. On the other hand, between 11% and 84% of the respondents reported witnessed psychological violence between their parents. These results show significant correction of participants effects like sleep problem, depression and anxiety which is a result of experience in interparental violence during their life. Based on the study results its evident that abuse within the family can cause sleeping problems, depression, and anxiety among the sampled respondents in a western community in Sri Lanka (Yahia & Zoysa, 2008). The university considers counseling services to be able to meet psychological services students at showing depression and anxiety signs. This is located inside the Student Wellness Center, third floor in room 300B. They provide personal help with many cases of respondents failing victims of violence and depression.
Along with, Fletcher, Bryden, Schneider, Dawson, and Vandermeer (2007) examined the impact of health factors and concerns which have a direct impact on student’s health and academic performance during the first year. A total of 412 students were sampled, and they were reported for having health issues. Among the 23 faculty staff reported cases of mood, anger and anxiety disorders while dealing with first-year students (Fletcher et al., 2007). The results indicated that many students were aware of health services that were offered at the university,
but it showed that they did not transcribe into the services. Based on the result above, it is clear that there is a lack of awareness among the first years. There is a need for faculty staff to create awareness and promote health issues on campus. The university should ensure the Health and Wellness Center. It is located inside the Student Wellness Center. They provide help for students to be able to take care of their health severely to reduce cases of mood and anxiety disorder. The wellness and health center support to continue promoting health and wellness to the student throughout the academic journey.
In this third section, I explored the emotional domain by Vuong, & Brown-Welty, & Tracz (2010) article examined the effects of self-efficacy on students excelling of first-generation students of Sophomore College. The participants for the study were 5 of 23 California State University. Further, this study employed an online self-efficacy inventory to measure the level of efficacy. The study was able to examine the impact of demographics gender variables and ethnicity on self-efficacy, the correlation between self-efficacy score and GPA performance, Institution size, and self-efficacy and GPA performance and persistence rate among first and second generation college students of sophomore. They concluded that self-efficacy significantly affected GPA as Persistence rate among the second generation students at sophomore outsmarted counterparts in the first generation.
They benefit students can get through counseling services while at campus include; It helps relief students from depression, mental problem conditions. Through counseling, students can change self-beating behavior like alcoholism, drug and substance abuse one can rehabilitee and changes may result in improved performance at the campus. Counseling enables one with skills on better management of anger and emotions as the counselor gives tips on self-control. An individual can benefit from improved communication and interpersonal skills as one upon attending counseling sessions one can learn how to communicate to other persons. Also, counseling helps one to increase self-esteem and self-acceptance upon self-evaluation and counseling sessions. Lastly, through counseling, it assists one to boost confidence and improves one’s decision-making skills either academically, social decisions and personal decisions.
Similarly, Buela-Casal, Miró, Iaflez and Catena (2007) found the correlation between sleep length and depressed temperament state among college students. The study surveyed 141 health students, 58 were for more than 9 hours per night, 19 slept for 6 hours or less, and 64 students slept for between 7 to 8 hours of sleep. The resulting score indicated that depression was higher for those who spend fewer sleep hours and more extended. This is due to showing somatic symptoms for those that slept fewer hours while those spent long hours and intermediate sleepers observed cognitive symptoms. The result indicated no substantial difference long and short sleepers as both showed cognitive aspects and somatic symptoms respectively (Buela-Casal et
al., 2007). Also, long sleepers indicated specific cognitive symptoms. The college could assist the students through personal counseling services. It’s located inside the Student Wellness Center. Depressed students visit the student’s wellness center to receive free therapy sessions to recover from depressions. Therapy also could help reduce mood rates and eventually reduce depressive symptoms among students.
In this last section, I explored the physical domain, Digdon (2008) investigated the beliefs of college students on how to relieve sleep and finding a relationship to their preference based on morning or evening type. The study surveyed 499 Canadian college students who completed the designed interview. For those who are evening type supported the method since they slept less at night as compared to intermediated types for either evening or morning type. Furthermore, the evening type found coffee consumption as reducing sleep than exercise as compared to intermediate type (Digdon, 2008). The option for students to use coffee instead of the exercise to relieve sleep is a major factor for less evening sleep as compared to morning type. The institution create awareness for physical fitness and wellness center located inside the Spartan recreation center. This offers training to the performance of every exercise to the student more safely. They offer group fitness classes and as well as personal training.
In addition, Digdon and Howell (2008) article examined the relationship between college students ability and eveningness while employing two standardized measure of self-control scale and adjournments scale. The researcher found eveningness correlated with adjournment scale, poorer self than intermediate preference. The sampled was from 308 students in Small Canadian institution doing psychology course. All participants completed the closed-ended questionnaire online. Digdon and Howell (2008) found that variation between the morningness or eveningness at a score of 46.69 between them. Further noted score ranged from morningness to eveningness, while dispersion skewed to eveningness. The study used multiple regression to determine a score for morningness and eveningness by using procrastination scale, self-control scale, and age
which point to 20.0 of the variance in self-control scale (Digdon, & Howell, 2008). The university campus creates awareness among the students on the utilization of the Student Health Center. This is located inside the Student Wellness Center. They provides medical care to all students that enroll at SJSU. In addition, students must seek for health and wellness at the health facility to receive treatments for illness and injuries.
Conclusion:
The cognitive, social, emotional, and physical domain of development are explanatory. These development areas are It is evident from various studies finding on student’s GPA score is affected or greatly influenced by student’s sleep factors, health status, academic advising, counseling services, wellness centers for students’ and quality of sleep and individual effort. Majority of the result 1 and 2 showed a significant relationship between sleep and academic performance. Therefore important academic stakeholders to ensure students having access to get enough counseling services, health facilities to cater for health issues and wellness center for students with the sleep disorder. A majority of authors found the right variables to influence improvement in GPA score. Those institutions which offered academic advisory on how to manage sleeping hours and advise the students’, and counsel the students to increase their GPA.
References
Buela-Casal, G., Miró, E., Iaflez, M. A., & Catena, A. (2007). Relation between habitual sleep duration and depressed mood state: Somatic versus cognitive symptoms. International Journal of Clinical Health & Psychology, 7(3), 615–631.
Campbell, S. M., & Nutt, C. L. (2008). Academic Advising in the New Global Century: Supporting
Student Engagement and Learning Outcomes Achievement. Peer Review, 10(1), 4–7.
Digdon, N. L. (2008). Circadian preference and college student beliefs about how to cope with sleepiness. Biological Rhythm Research, 39(5), 417–426.
Digdon, N. L., & Howell, A. J. (2008). College Students Who Have an Eveningness Preference Report Lower Self-Control and Greater Procrastination. Chronobiology International: The Journal of Biological & Medical Rhythm Research, 25(6), 1029–1046.
Engle-Friedman, M., Riela, S., & Strothers, E. (2008). Objective and Subjective Effort as a Function of Sleep and Energy. Sleep & Hypnosis, 10(2), 61–72.
Fletcher, P. C., Bryden, P. J., Schneider, M. A., Dawson, K. A., & Vandermeer, A. (2007). Health Issues and Service Utilization of University Students: Experiences, Practices & Perceptions of Students, Staff and Faculty. College Student Journal, 41(2), 482–493.
Haj-Yahia, M. M., & de Zoysa, P. (2008). Rates and psychological effects of exposure to family violence among Sri Lankan university students. Child Abuse & Neglect, 32(10), 994–1002.
Peters, B. R., Jeff Joireman, & Ridgway, R. L. (2005). Individual Differences in the Consideration of Future Consequences Scale Correlate with Sleep Habits, Sleep Quality, and Gpa in University Students. Psychological Reports, 96(3), 817–824.
Vuong, M. & Brown-Welty, S. & Tracz, S. (2010). The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students. Journal of College Student Development 51(1), 50-64.Johns Hopkins University Press. Retrieved November 2, 2018, from Project MUSE database.
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