The Effects of Socioeconomic Status, High School Start Time, and Sleep Health on College Outcomes in First-Year Students

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University of Alabama Libraries

Students from low socioeconomic status (SES) upbringings exhibit poorer sleep health, worse academic performance, and harder transitions to college compared to high SES students. High school experience can also impact college outcomes, with high school start times being one factor that is strongly linked to sleep health and academic performance in adolescents. Students with an early start time are more likely to report suboptimal sleep health and display poor academic performance in high school, yet little is known about how the high school experience may influence performance in college. Thus, this study examines how high school start times, SES and sleep health influence college outcomes. First-semester college students (N = 607) completed online questionnaires on sleep, SES, and demographic information and gave permission to access academic records from the registrar's office. Multiple linear regressions of mediation analyses were run to test the direct and indirect effects of SES, high school start times, and sleep health on college outcomes. Our findings reveal that sleep duration mediated the association of parental income with both college outcomes of academic performance (GPA) and college adjustment. Findings suggest consideration of sleep health in first year of college, particularly for students with lower parental income. Keywords: Socioeconomic status, parental income, perceived social status, sleep health, high school start times, academic performance, adjustment, college outcomes

Electronic Thesis or Dissertation
academic performance, adjustment, high school start time, parental income, sleep health, Socioeconomic status