Document Type
Report
Abstract
While research acknowledges the independent effects of sleep and self-efficacy on academic outcomes, the potential moderating role of academic self-efficacy (ASE) on the relationship between sleep and academic success remains unexplored. Academic self-efficacy has been consistently associated with students' motivation, goal setting, and resilience, while sleep quality predicts cognitive functioning and memory consolidation. Thus, this project addressed the gaps in the literature by examining these three variables collectively among 371 UTA college students using a cross-sectional survey design. Results suggested that among the subscales of ASE, only ASE academic performance in class significantly predicted academic performance (p < .001), while sleep quality and the remaining three subscales did not. Additionally, ASE interaction at school was found to be a significant moderator in the relationship between sleep and academic performance (p < .001). The findings of this study could have implications for educational interventions aimed at enhancing student achievement and promoting self-efficacy in academic settings.
Disciplines
Cognitive Behavioral Therapy | Mental and Social Health | Other Mental and Social Health
Publication Date
5-2024
Language
English
Faculty Mentor of Honors Project
Angela Liegey-Dougall
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
La, Nhien Nguyen An, "THE EFFECT OF ACADEMIC SELF-EFFICACY ON SLEEP AND ACADEMIC PERFORMANCE: A MODERATION ANALYSIS" (2024). 2024 Spring Honors Capstone Projects. 13.
https://mavmatrix.uta.edu/honors_spring2024/13