Running head: STUDENT SLEEP AND ITS ASSOCIATIONS WITH ACADEMIC

PERFOMANCE

PPE 310: Health Literacy for Schools

Student Sleep and Its Associations with Academic Performance
Signature Assignment
Sarah Barr and Richard Williams
Course #79453
Dr. Miller
Arizona State University

Student Sleep and Its Associations with Academic Performance

Introduction
Many have said early to bed, early to rise. The benefits of getting a good nights sleep
can be seen in anyone who makes this a habit. Sleep is an integrated part of human health and
life and is crucial for learning, performance, and physical and mental health (Dewald et al.,
2010). Sleep is defined as the natural periodic suspension of consciousness during which the
powers of the body are restored (Merriam-Webster). Academic achievement represents
performance outcomes that indicate the extent to which a person has accomplished specific goals
that were the focus of activities in instructional environments, specifically in school, college, and
university (Steinmayr et al., 2014). There are many studies past and present that show the direct
relationship between sleep and academic achievement. These studies have even started an
argument on whether school start times should be matched up with students biological sleep
clock. This observation alone shows the importance of sleep to academic performance. If
specialist are willing to recommend the change of social norms to get better performance from
students then programs for negative effects of sleep deprivation have to be available for students,
parents and educators. The school and community will be given the opportunity to participate in
Snooze Festival. The idea of the Snooze Festival is to inspire students, families, and the
community to become educated on sleeps direct relationship with overall health and the benefits
on academic achievement. The festival will encourage all participants to live a fit and healthy
lifestyle, which will result in high academic achievement.
Review of Current Literature
There are many studies that have been conducted that indicate the link between sleep,
health, and academic performance in students. In 2012, the researchers Eric R. Eide and Mark H.

Student Sleep and Its Associations with Academic Performance

Showalter published a study in which students hours of sleep and test scores were monitored.
They studied 2,019 children and adolescents between the ages 5-19 years but narrowed the study
down to 1,724 children being monitored starting at the age of 10 years. The essential question of
the study given to the students asked how much average sleep they received each night. The
question did not differentiate between weekdays and weeknights. The data received showed that
as the age increases students get less sleep. The average amount of sleep for 10-11 year olds is
8.84 hours. The average sleep for 16-18 year olds is 7.35 hours which verifies the fact that the
older the student is, the less sleep they get. Eide and Showalter then looked at four regression
tests that the students took. They reviewed the results of the tests based on the factors sleep, sleep
squared, sleep age, and sleep age squared. Results show that just one hour deviation from
recommended sleep lowers the test scores. (Eide & Showalter, 2012).
Charles Basch, Corey Basch, Kelly Ruggles, and Sonali Rajan collaborated and
conducted a similar study. The difference between the two studies is the first study focused on
sleep in correlation with academia, and the second study emphasizes the amount of sleep
students are actually getting. The study asked the question about how much sleep the students
gets on a school night. The results were defined by sex, race, ethnicity, and grade. Measuring the
sleep hours in increments of 5 or less hours, 6 hours, 7 hours, 8 hours, and 9 hours or more. The
research took place from 2007-2013. In 2007 there were 12,154 respondents, in 2009 there were
14,782 respondents, in 2011 there were 12,198 respondents and in 2013 there were 13, 584
respondents. The results from the study show that only 6.2% to 7.7% of females and 8% to 9.4%
of males receive 9 or more hours of sleep. The results for female students is as follows: 17% get
5 or less hours of sleep, 25.2% get 6 hours of sleep, 29.1% get 7 hours of sleep, and 22.5% get 8
hours of sleep. The results for the males is as follows: 14.9% get 5 or less hours of sleep, 20.4%

Student Sleep and Its Associations with Academic Performance

get 6 hours of sleep, 31.4% get 7 hours of sleep, and 24.5% get 8 hours of sleep. The results of
the research is necessary to further explore the effects that sleep has on academia and health.
(Basch, Basch, Ruggles, & Rajan, 2014).
Following a continued theme Eaton, D. K., McKnight-Eily, L. R., Lowry, R., Perry, G.
S., Presley-Cantrell, L., & Croft, J. B. completed another study of insufficient, borderline, and
optimal hours of sleep among high school students and the prevalence. They found that most
students (68.9%) reported insufficient sleep, whereas few (7.6%) reported optimal sleep. The
prevalence of insufficient sleep was highest among female and black students, and students in
grades 11 and 12. Nationwide, 68.9% of students reported insufficient sleep on an average
school night. Among all students, students getting insufficient sleep comprised 5.9% of students
who reported sleeping 4 hours, 10.0% who reported sleeping 5 hours, 22.8% who reported
sleeping 6 hours, and 30.2% who reported sleeping 7 hours on an average school night. The
prevalence of insufficient sleep was higher among female (71.3%) than male (66.6%) students
and higher among black (71.2%) than Hispanic (65.6%) students. The prevalence of insufficient
sleep was lowest among students in ninth grade (57.7%) and highest among those in 12th grade
(78.2%). All pairwise comparisons by grade were statistically different except for students in
11th grade (75.1%) versus those in 12th grade (78.2%). Nearly one-quarter (23.5%) of students
nationwide reported borderline sleep on an average school night. The prevalence of borderline
sleep was higher among male (24.5%) than female (22.5%) students, higher among white
(24.4%) and Hispanic (23.8%) than black (20.6%) students. The prevalence of borderline sleep
was lowest among students in 12th grade (17.7%) and highest among those in ninth grade
(29.7%). All pairwise comparisons by grade were statistically different except for students in
11th grade (19.5%) versus those in 12th grade (17.7%). Nationwide, 7.6% of students reported

Student Sleep and Its Associations with Academic Performance

optimal hours of sleep on an average school night. The prevalence of optimal sleep was higher
among male (8.8%) than female (6.3%) students, higher among Hispanic (10.6%) than white
(6.5%) students, and lowest among students in 12th grade (4.0%) and highest among those in
ninth grade (12.5%). All pairwise comparisons by grade were statistically significant.
In the book Sleep by Hank, Dietmar;Ball, Helen;Varma, Ved P;Scrivner, Lee defines
the science of sleep. The focus is on chapter 2 that specifically shows the definition of sleep.
Sleep can be defined as a natural, periodic state of immobility where the individual is relatively
unaware of the environment and unresponsive to external sensory stimuli. Nearly all voluntary
muscles become inactive and metabolic rate is reduced. The brain, however, is far from inactive;
brain waves display characteristic patterns that differ from those displayed during wakefulness or
coma. It is important to make a clear distinction between sleep and other states of consciousness.
For centuries it was wrongly assumed that consciousness ceased at sleep onset and resumed with
waking. Sleep is better represented as a reorganization of brian activity where consciousness
could be considered to be dulled. Importantly, one is easily awoken from sleep, which also
distinguishes it from coma, anesthesia or from hibernation. Another important feature is that if
sleep is lost or prevented, recovery sleep usually occurs in order to compensate for the loss.
The sleep survey used in Sleep Insufficiency, Sleep Health Problems and Performance in
High School Students by Ming, X., Koransky, R., Kang, V., Buchman, S., Sarris, C. E., &
Wagner, G. C. gave even more date to reinforce the effects of sleep on student performance. A
survey on sleep schedule, sleep health, school performance and school start times was conducted
in 1,941 adolescents. A high level of early and circadian-disadvantaged sleep/wake schedules
during weekdays was observed. Shorter sleep duration on weekdays was reported, especially in
upper classmen. Complaints of inadequate sleep and sleepiness during weekdays, alarm clock

Student Sleep and Its Associations with Academic Performance

use, and napping were prevalent. Night awakening and prolonged sleep onset were common and
associated with poor school performance. Students with a sleep length of less than 7 hours on
both weekdays and weekends exhibited poorer performance, while those who made up this sleep
loss on weekends did not. The total number of poor sleep factors in an individual also correlated
with poor school performance. Earlier school start times were associated with a perception of
poor sleep quality, shorter sleep duration and more sleep health problems. It was concluded that
sleep inadequacies and sleep health problems were prevalent in this population, especially in
those who started school earlier in the morning, and that these poor sleep factors were associated
with school performance.
School Context
This is a Kindergarten- 8th grade school with 445 students enrolled. Out of the 445
students enrolled, 53% of the students are eligible for the free lunch program and 6% are eligible
for the reduced lunch program. The average class size in regards to the population is a 14:1 ratio.
This ratio has remained the same for approximately 5 years. There is not any information
provided in regards to ELLs. The ethnic makeup of the school is as follows: 2% American
Indian, 1% Asian, 32% Hispanic, 4% Black, 57% White, and 4% are two or more races. The
schools state test scores show that they are 75% proficient in Math and 83% proficient in
Reading and Language Arts which puts them at the top 50% for Arizona. The Adequate Yearly
Progress status was unavailable for the school.
Practical Implications

Student Sleep and Its Associations with Academic Performance

Marketing for this event will start in the classroom. All teachers must help advertise for
this event informing students of the committee they can join to put on the event and how to be
involved in the beginning. Eventually, the teachers will have to inform the students of the day the
event will occur and to make sure they attend. Making flyers to put in the hallways (See
appendix A) and having the students, staff, and parent volunteers wear their committee shirts for
anyone to ask them questions about the event (See appendix B). These will help to reach out to
students.
The Snooze Festival funding will be received from grants and donations. Vendors will be
asked to donate the time and prizes in return for business from students in later events. The
students will be able to win prizes from vendors after listening to the vendors talk about how to
stay healthy and how to get the right amount of sleep. The vendors will address the health risks
for bad sleeping habits and ask the students questions. When students get answers correct, they
will receive prizes of the vendors choosing.
Each student will receive a t-shirt from the event (See appendix C) as well as a free
pillowcase (See appendix D). The students will wear the shirt to the event for photo
opportunities. Students will be allowed to have their phones with them during the event to take
photos and post pictures to the Instagram using the hashtag #SnoozeFestival. The best picture for
the day will receive a grand prize. The pillowcases will be for students to collect prizes and take
them home with them.
Before the festival starts, teachers will have a short lesson on proper sleep habits for their
students. The teaching level at Kachina will depend on the grade because it is an elementary
school. However, the students in 6th, 7th, and 8th grade will be expected to write a short reflection

Student Sleep and Its Associations with Academic Performance

or create a video with a voice over from their experience at the festival. It will help the students
relay the information they learned and the experience they had.
The reflection from the festival will portray the following state standards:
Standard 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts. (68.RH.7)
Standard 4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (68.WHST.4)
Standard 6: Use technology, including the Internet, to produce and publish writing and present
the relationships between information and ideas clearly and efficiently. (68.WHST.6)
The participation will be required due to the festival occurring during school hours. There
will be opportunities for students to ask questions and learn new information throughout the
school year. The festival will be where students begin to learn the needs for a healthy lifestyle.
Synthesis of Information
It is difficult to link sleep with academic performance because there are so many factors
that take part in the outcome. The studies that have been conducted in this field have to take in to
account the outside factors. That is why the studies all have different focal points. Eric Eide and
Mark Showalter addressed directly student sleep with test scores. They took a group of students
and attempted to study the outcomes of their test scores based on the amount of sleep the student
received the night before. They determined, based on the outcomes that one hour of deviation
from recommended sleep lowers test scores.

Student Sleep and Its Associations with Academic Performance

That study addresses the amount of sleep that the student received prior to the test.
Charles basch, Corey Basch, Kelly Ruggles, and Sonali Rajan wanted to go deeper into the
students sleep habits. Their study wanted to determine how many hours of sleep students within
specific grade levels were actually receiving. The study done by D.K. Eaton, L.R. McKnightEily, R. Lowry, G.S. Perry, L. Presley-Cantrell, and J.B. Croft also wanted to determine how
much sleep students were receiving. Were they getting the recommended hours of sleep or were
they receiving less? The results showed that the majority of students within their age bracket
were receiving the recommended hours of sleep. However, there were large chunks of students
who were not getting enough sleep. Even the break down into culture and ethnicity addressed
that African American and Hispanic students were more likely to get insufficient sleep.
In the study performed by X. Ming, R. Koransky, V. Kang, S. Bauchman, C.E. Sarris, and
G.C. Wagner brought the research of the effects of sleep and student performance to and even
closer revelation that the two factor correlate with each other. The results showed that when
students received the proper amount of sleep and correct sleep, they performed better in class.
The final piece of literature defines sleep. When a person sleeps they need proper sleep
which is defined as being unresponsive to the external stimuli and that the person is unaware of
the environment around them. The brain continues to work and portrays patterns that differ from
the awake state. It is necessary for the brain to partake in this form of function to process and
develop the correct functions.
Conclusion
Minimal amounts of sleep can limit students ability to learn, listen, concentrate and solve
problems. Students may even forget important information like names, numbers, homework or a
date with a special person in their life. Teachers need to be aware of how much they can

Student Sleep and Its Associations with Academic Performance

influence the students. The idea of Snooze Fest and lesson plan are to give teachers interactive
tools to educate students, parents, and the community. This plan will help students
understand the benefits of sleep and be encouraged to get the proper
amount of sleep. Young people think they are invincible, this plan will show
them the true effects that bad sleep habits are having on them.
Some of the suggestions that can be provided are; make sleep a priority, naps can help
pick the student up and make the student work more efficiently, if the student plans right, making
the room a sleep haven. Keep it cool, quiet and dark. If needed to, get eyeshades or blackout
curtains, let in bright light in the morning to signal the body to wake up. No pills, vitamins or
drinks can replace good sleep, consuming caffeine close to bedtime can hurt the sleep, so avoid
coffee, tea, soda/pop and chocolate late in the day so the student can get to sleep at night.
Establish a bed and wake-time and stick to it, coming as close as the student can on the
weekends, dont eat, drink, or exercise within a few hours of the bedtime. Dont leave homework
for the last minute, try to avoid the TV, computer and telephone in the hour before the student
goes to bed. Stick to quiet, calm activities, and students will fall asleep much more easily. Try
taking a bath or shower (this will leave the student extra time in the morning), or reading a book.
Most students experience changes in their sleep schedules. Their internal body clocks can cause
them to fall asleep and wake up later. Teachers cant change this, but they can have students
participate in interactive activities and lessons to help counteract their sleepiness. The perfect
ending to my event would be an assembly. The students were given the opportunity to learn and
observe the effects of sleep and the need for sleep throughout the day. The students would then
come back for an assembly to be challenged to live a healthy lifestyle that starts with the proper

Student Sleep and Its Associations with Academic Performance

sleeping habits. No one ever knows where to start when they want to be healthy, the assembly
will teach them where to start (healthy sleep habits).

10

Student Sleep and Its Associations with Academic Performance

Appendix A

Appendix B

11

Student Sleep and Its Associations with Academic Performance

Appendix C

Appendix D

12

Student Sleep and Its Associations with Academic Performance

13

Student Sleep and Its Associations with Academic Performance

14

Rubric for Signature Assignment

Criteria with
Professional

5
Exemplary
(97 100%)

Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Literature
Review

3
Proficient
(83 92%)

Proficient
(93 96%)

Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)

4
Highly

10 Points
Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted with
a technology
choice selected
to embed the
assignment.
5 x 2=10
points
10 Points
Introduction is
fully
developed,
well organized,
introduces all
topics, created
a plan for the
paper and
invites the
reader to read
further.
5 x 2=10
points

15 Points

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72% and
below)

Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in
APA format
are submitted.

Brief outline
No outline
with one or no was
references
submitted.
submitted.

Introduction
is fully
developed
with all
topics
introduced.

Introduction
is addressed
well,
somewhat
organized and
created a plan
for the paper

Introduction
is addressed
adequately.

Introduction is
omitted or
was
disorganized
and did not
create a plan
for the paper.

Student Sleep and Its Associations with Academic Performance

Adequacy of
Knowledge
(includes 5
peer reviewed
original
research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the
topic? Which
authors had
similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K

1. Literature
review
highlights
major issues in
the area.
2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

1. Literature
review
addresses
major issues
in the area.
2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

1. Literature
review may
address major
issues, but
issues may
not be
supported
with expert
knowledge.
2. Good use
of references,
but additional
references
may have
strengthened
the paper.

15
1. Literature
review does
not address
the major
issues in the
area; the level
of support for
the issues is
not adequate.
2. Includes 3
references.

1. Literature
review does
not have the
depth of
knowledge
appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes
throughout the
articles
3. Demonstrate
thoroughly
how your
research and

Studies
covering the
same topic
are
summarized
and
integrated
level work.

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes
throughout
the articles
which were
not detailed
3. Somewhat
emonstrated

The literature
review is a
mixed set of
ideas without
a particular
focus.

The literature
review does
not
demonstrate a
particular
focus and
lacks ideas
based on the
subject
chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not

Student Sleep and Its Associations with Academic Performance

4;CC9S8

the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in your
classroom as
well.

how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

5 x 3=15
points

Practical
Implications
and
Technology
infusion
Practical
Implications
(Discuss how
the findings
can or will
later be applied
to your
teaching
setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;

16
detailed
3. Did not
demonstrate
how your
research and
the data
collected
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community,
but ties to
academic
success in
your
classroom as
well.

30 Points

1. Practical
implications of
your event
details
including your
teaching level
and in a
particular
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.

1. Pratical
implications
are
discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.

1. Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details
of your event
are missing.
2. Contained
at least 4-5
components

1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program

Student Sleep and Its Associations with Academic Performance

CC7K1;
EC7K1;CC9K
4;CC9S8

2. Contains
thorough
discussion on
how each of
the 6
program/comp
onents that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special
event
6. Specific
target grade

of a
comprehensiv
e school
program;
however,
some of the
needed detail
is missing.
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of
a special
event that
promotes a
healthy and
active school
environment

17
3. Contains
little
discussion on
which
programs/com
ponents are
currently in
place
4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on
a special
event that
promotes a
healthy and
active school
environment
7. Contained
little

Student Sleep and Its Associations with Academic Performance

level was
identified and
was
appropriate for
students of that
age

18
discussion on
a specific
health
behavior
highlighted by
the special
event

6. Contained
some
discussion on
a specific
health
behavior
highlighted by
the event

7. Contained
discussion on
how to involve
the entire
school in the
event

8. Specific
target grade
level was not
identified
and/or not
appropriate
for students of
that age

7. Specific
target grade
level was
somewhat
identified and
was
appropriate
for students of
that age

8. Embeding
Technology as
a platform to
enhance your
proposal was
used with an
approved
application
from your
instructor

9. Contained
little
discussion on
how to
involve the
entire school
in the event

8. Contained
some
discussion on
how to
involve the
entire school
in the event

5 x 6=30
points

9. Technology
infusion was
not used.

9. Technology
infusion was
used but it did
not enhance
the proposal
Conclusion
Conclusion
ITASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K
4;CC9S8
Writing and
Referencing

10 Points
Major issues
support and
establish
conclusions.
5 x 2=10
points

10 Points

The major
issues are
summarized
under
conclusions.

The
conclusions
are not
complete.

Provides
opinions, but
not a
summary of
findings.

No
conclusions
are included.

Student Sleep and Its Associations with Academic Performance

Style
First Draft of
all sections
submitted with
changes made
integrating
instructor
comments
from the
outline

19

Detailed draft
of all sections
of the paper
with
appropriate
content,
headers,
writing style, a
choice of
technology to
embed the
assignment and
references in
APA 6.0 style.

Detailed
draft of ALL
sections
with some
errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.

Detailed draft
of MOST
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Missing
sections or
paper has
regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.

Incomplete
(missing half
of the
requirements)
or completely
missing paper.

Integration of
instructor
comments
from first draft

All comments
from instructor
integrated into
final version.
All were
highlighted in
yellow

Some
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments
from
instructor
integrated into
final version.
Most were
highlighted in
yellow

No comments
from
instructor
integrated into
final version.
The changes
were not
highlighted

Writing and
referencing
style

1. Cover page
included,
proper spelling
and grammar,
all references
in APA 6.0
style. Paper
was
appropriate
length (at least
5 pages)

Most
comments
from
instructor
integrated
into final
version. All
were
highlighted
in yellow
1. Cover
page
included,
few
grammatical
errors and
misspellings
, all
references
in APA 6.0
style.

1. Cover page
included,
some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the

3. The file
document
name does not
contain the

Student Sleep and Its Associations with Academic Performance

3. This rubric
was added to
the last page of
the document
submitted
4. All
sentences are
clear and well
developed
5. Proposals
and events are
appropriate
length with
standard
margins, font,
and size of text

20

Lastname.first
name.assignm
ent#.course#

Lastname.first
name.assignm
ent#.course#

4. This rubric
was added but
not at the end
of the
document
submitted

4. This rubric
was not added
to the
document
submitted

5. Most
sentences are
clear and well
developed
6. Proposals
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of
text

Student Sleep and Its Associations with Academic Performance

21

References
Basch, C. E., Basch, C. H., Ruggles, K. V., & Rajan, S. (2014). Prevalence of sleep duration on
an average school night among 4 nationally representative successive samples of
american high school students, 2007-2013. Preventing Chronic Disease, 11, E216.
Dewald JF, Meijer AM, Oort FJ, et al. The influence of sleep quality, sleep duration and
sleepiness on school performance in children and adolescents: A meta-analytic review.
Sleep Medicine Reviews. 2010;14:17989.
Eaton, D. K., McKnight-Eily, L. R., Lowry, R., Perry, G. S., Presley-Cantrell, L., & Croft, J. B.
(2010). Prevalence of insufficient, borderline, and optimal hours of sleep among high
school students united states, 2007. Journal of Adolescent Health, 46(4), 399-401.
doi:10.1016/j.jadohealth.2009.10.011
Eide, E. R., & Showalter, M. H. (2012). Sleep and student achievement. Eastern Economic
Journal, 38(4), 512-524. doi:http://dx.doi.org/10.1057/eej.2011.33
Hank, Dietmar;Ball, Helen;Varma, Ved P;Scrivner, Lee. (2012). Sleep. Jessica Kingsley
Publishers. Retrieved 27 September 2015, from http://www.myilibrary.com?ID=421838>
Ming, X., Koransky, R., Kang, V., Buchman, S., Sarris, C. E., & Wagner, G. C. (2011). Sleep
Insufficiency, Sleep Health Problems and Performance in High School Students. Clinical
Medicine Insights. Circulatory, Respiratory and Pulmonary Medicine, 5, 7179.
http://doi.org.ezproxy1.lib.asu.edu/10.4137/CCRPM.S7955

Student Sleep and Its Associations with Academic Performance

22

"Sleep." Merriam-Webster.com. Merriam-Webster, n.d. Web. 11 Oct. 2015.

<http://www.merriam-webster.com/dictionary/sleep>.
Steinmayr, R., Meiner, A., Weidinger, A., & Wirthwein, L. (2014). Academic
Achievement.

Oxford Bibliographies in Education. doi:

10.1093/obo/9780199756810-010