Burrows, Katrina and Millett, Abbie (2024) Higher education enrolment as a risk factor for somnolence and hypersomnolence. Discover Psychology, 4 (45). ISSN 2731-4537

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Abstract

This study aimed to compare the prevalence of somnolence and hypersomnolence between a higher education student and non-student sample. Hershner and Chervin [Hershner in Nat sci sleep 10.2147/NSS.S62907, 2014] defined somnolence as lapses into drowsiness, consequently leading to the inability to maintain alertness. This definition aligns with the American Academy of Sleep Medicine’s (AASM) definition [Berry in Am Acad Sleep Med 176:2012, 2012]. Hypersomnolence differs from this, as suggested by Lammers et al. [Lammers in Sleep Med Rev 52, 101306, 2020], and refers to the experience of excessive daytime sleepiness. It is commonly observed that individuals enrolled in higher education courses often experience somnolence and hypersomnolence; however, it is currently unclear whether this is more prevalent in students compared to the general population. An online survey was administered to 202 participants measuring somnolence, hypersomnolence, sleep quality, sleep efficiency, sleep disturbance, sleep duration, circadian preference, and daytime dysfunction. 94 participants were non-students, and 108 were enrolled in higher education. Significant differences were found between student and non-student samples for somnolence but not for hypersomnolence. Furthermore, within the non-student sample a multiple linear regression demonstrated that hypersomnolence was predicted by daytime dysfunction. The results suggest that there are differences in the predictors of somnolence and hypersomnolence between a student and non-student sample. Consequently, this study highlights that students experience hypersomnolence and somnolence differently to their non-student counterparts. Thus, warranting the need for further investigating within this unique population.

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