The goal of this clinical trial is to determine if asynchronous psychoeducational sleep intervention works to improve college students' levels of self-reported sleep health literacy, sleep quality, and executive functioning. The main questions it aims to answer are: Can an educational sleep intervention improve college students' sleep health literacy and sleep quality? Does improved sleep health literacy impact sleep quality? Does improved sleep improve executive functioning in a college student sample? The hypotheses of the present study include the following: * College students with poor sleep quality will have lower executive functioning * College students who participate in a brief educational sleep intervention will have more improvements in sleep health literacy compared to college students who do not * College students who participate in a brief educational sleep intervention will have more improvements in sleep quality compared to college students who do not * College students who participate in a brief educational sleep intervention will have more improvements in executive functioning compared to college students who do not. Researchers will compare the intervention group to a wait-list control group to see if college students who watch the psychoeducational sleep intervention have more improvements in sleep quality, sleep health literacy, and executive functioning than those who do not. Participants will: * Complete a pre-intervention survey * Respond to a post-intervention survey six weeks after the pre-intervention survey * Be randomly assigned to watch a 30-to 45-minute psychoeducational sleep lecture video either during the pre-intervention survey or after the post-intervention survey
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
300
The present study uses a 30-to 45-minute psychoeducational sleep lecture that is tailored to college students. The lecture reviews topics such as sleep information, trends among college students, and consequences of poor sleep (e.g., on psychosocial, cognitive, and academic functioning). The lecture also includes information about sleep hygiene and stimulus control instructions to provide students with resources for implementing adaptive sleep hygiene behaviors that promote better sleep and functioning. This intervention will be embedded within the pre-intervention survey packet for participants who are randomly assigned to the intervention arm. Participants assigned to the no intervention arm will be granted access to the intervention at the conclusion of the post-intervention survey packet.
Pittsburgh Sleep Quality Index
This is a 19-item self-report questionnaire used to assess sleep quality, sleep onset latency, total duration, sleep efficiency, sleep disturbances, use of sleep medications, and daytime dysfunction.
Time frame: This will be administered at enrollment (pre-intervention), and again in 6-weeks (post-intervention)
Barkely Deficits in Executive Functioning-Short Form
This is a 20-item self-report questionnaire that measures deficits in time management, organization, problem solving, self-restraint, self-motivation, and emotion regulation.
Time frame: This will be administered at enrollment (pre-intervention), and again in 6-weeks (post-intervention)
Sleep Health Literacy Scale
This is a 61-item self-report questionnaire used to measure sleep health communication and sleep health knowledge.
Time frame: This will be administered at enrollment (pre-intervention), and again in 6-weeks (post-intervention)
Behavior Change Questions
These are questions developed by the researcher to assess participants' perceptions of their sleep, knowledge of sleep and sleep hygiene, and their ability to manage day-to-day tasks. These questions will also inquire about specific behavioral/sleep hygiene changes participants intend to make and any barriers to implementing the changes.
Time frame: This will be administered at enrollment (pre-intervention), and again in 6-weeks (post-intervention)
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