Education, Faculty of
Kinesiology, School of
DSpace
University of British Columbia. Athletics and Recreation
University of British Columbia. Campus and Community Planning
Mcleod, Johnathan
Paetzel, Paul
Law, Mary
Polyhronopoulos, Leah
Lee, Austin
The objective of the following research project proposed by UBC Recreation was to gain insight into the sleep behaviours of undergraduate and graduate students living in residence at the University of British Columbia. This research project’s intent was to gather information about students’ sleep habits (including consistency of sleep and wake times and screen time use before bed), quality of sleep, and sleep duration to determine resources needed to support better sleep in UBC students. Past research demonstrates that awareness of proper sleep hygiene, which includes healthy habits and behaviours surrounding sleep such as consistent wakeup times, limited caffeine and alcohol consumption, and avoiding late naps, is low among university students (Brown et al., 2002). Furthermore, it has been identified that university students consistently report poor sleep, sleeping less than what is recommended by sleep health guidelines (Semsarian et al., 2021; Humphries et al., 2022). The Canadian Society for Exercise Physiology has created the 24-Hour Movement Guidelines, which are a series of prescriptions that focus on the integration of physical activity, sleep hygiene, and the reduction of sedentary behaviours. These guidelines suggest that adults aged 18-64 sleep 7-9 hours per night (Canadian Society for Exercise Physiology, n.d.). The target population included UBC undergraduate and graduate students living in residence at the UBC Vancouver campus. Participants were recruited by posters placed strategically around UBC campus, through recruitment materials that were shared on social media by group members via Facebook and Instagram, and through recruiting students at the start of lectures with the permission of UBC professors. The findings of this research project suggest that, as a whole, undergraduate and graduate students living in residence at UBC Vancouver campus do not meet the minimum sleep requirements of 7-9 hours, nor do they report having good quality sleep, meaning that they do not feel refreshed and satisfied following their nightly sleep. Many students cited sacrificing sleep to study, stress, lack of time, time management, and anxiety as significant factors that impede them from being able to engage in healthy sleep habits and behaviours. Overall, sleep hygiene was poor among students, with very few reporting consistent sleep and wake times, and almost all participants reported engaging in screen time before bed. Moreover, awareness and knowledge of the 24-Hour Movement Guidelines was low among participants, indicating a gap in education with respect to these guidelines. It was determined that residence-specific factors that create barriers for students to achieve good sleep quality and quantity include roommate noise, loud neighbours, nearby construction, fire alarms, differing roommate schedules, hall lights, and outdoor lights. With respect to differences in roommate schedules, many students reported that their roommates often had family and friends in different time zones, and would therefore frequently stay up late and/or wake up early to contact them at odd hours of the night. As a result of the study’s findings, we created both immediately actionable and long-term recommendations for UBC Recreation to better support sleep quality and quantity among students. Immediately actionable recommendations include creating a Canvas module at the beginning of each school year to provide incoming students living in residence with information and resources to incorporate the 24-Hour Movement Guidelines into their everyday lives. Moreover, we recommend that UBC Recreation creates an annual digital sleep workshop for students living in residence to provide them with actionable steps and resources to improve their sleep hygiene, habits, and behaviours. Long-term recommendations include UBC Recreation collaborating with UBC Housing to invest in sleep-enhancing infrastructures, such as soundproofing dormitory walls, automatic dimmers for hallway lights, and blackout blinds for windows, while also taking roommate sleep schedules into account when making these pairings. Disclaimer: “UBC SEEDS provides students with the opportunity to share the findings of their studies, as well as their opinions, conclusions and recommendations with the UBC community. The reader should bear in mind that this is a student project/report and is not an official document of UBC. Furthermore readers should bear in mind that these reports may not reflect the current status of activities at UBC. We urge you to contact the research persons mentioned in a report or the SEEDS Coordinator about the current status of the subject matter of a project/report.”
1An Overview of Sleep Behaviours in Undergraduate and Graduate University StudentsAssignment 3: Final ReportPrepared by Group #2, Project C: Johnathan Mcleod, Paul Paetzel, Mary Law, LeahPolyhronopoulos, Austin LeeUBC RecreationDepartment of Kinesiology, University of British ColumbiaKIN 464: Health Promotion and Physical ActivityDr. Andrea Bundon, andrea.bundon@ubc.caApril 12th, 20242Disclaimer: UBC SEEDS Sustainability Program provides students with theopportunity to share the findings of their studies, as well as their opinions,conclusions and recommendations with the UBC community. The reader should bearin mind that this is a student research project and is not an official document of UBC.Furthermore, readers should bear in mind that these reports may not reflect thecurrent status of activities at UBC. We urge you to contact the research personsmentioned in a report or the SEEDS Sustainability Program representative about thecurrent status of the subject matter of a report.3Executive SummaryThe objective of the following research project proposed by UBC Recreation was togain insight into the sleep behaviours of undergraduate and graduate students living inresidence at the University of British Columbia. This research project’s intent was to gatherinformation about students’ sleep habits (including consistency of sleep and wake times andscreen time use before bed), quality of sleep, and sleep duration to determine resourcesneeded to support better sleep in UBC students.Past research demonstrates that awareness of proper sleep hygiene, which includeshealthy habits and behaviours surrounding sleep such as consistent wakeup times, limitedcaffeine and alcohol consumption, and avoiding late naps, is low among university students(Brown et al., 2002). Furthermore, it has been identified that university students consistentlyreport poor sleep, sleeping less than what is recommended by sleep health guidelines(Semsarian et al., 2021; Humphries et al., 2022). The Canadian Society for ExercisePhysiology has created the 24-Hour Movement Guidelines, which are a series ofprescriptions that focus on the integration of physical activity, sleep hygiene, and thereduction of sedentary behaviours. These guidelines suggest that adults aged 18-64 sleep 7-9hours per night (Canadian Society for Exercise Physiology, n.d.).The target population included UBC undergraduate and graduate students living inresidence at the UBC Vancouver campus. Participants were recruited by posters placedstrategically around UBC campus, through recruitment materials that were shared on socialmedia by group members via Facebook and Instagram, and through recruiting students at thestart of lectures with the permission of UBC professors.The findings of this research project suggest that, as a whole, undergraduate andgraduate students living in residence at UBC Vancouver campus do not meet the minimumsleep requirements of 7-9 hours, nor do they report having good quality sleep, meaning thatthey do not feel refreshed and satisfied following their nightly sleep. Many students citedsacrificing sleep to study, stress, lack of time, time management, and anxiety as significantfactors that impede them from being able to engage in healthy sleep habits and behaviours.Overall, sleep hygiene was poor among students, with very few reporting consistent sleep andwake times, and almost all participants reported engaging in screen time before bed.Moreover, awareness and knowledge of the 24-Hour Movement Guidelines was low amongparticipants, indicating a gap in education with respect to these guidelines.It was determined that residence-specific factors that create barriers for students toachieve good sleep quality and quantity include roommate noise, loud neighbours, nearbyconstruction, fire alarms, differing roommate schedules, hall lights, and outdoor lights. Withrespect to differences in roommate schedules, many students reported that their roommatesoften had family and friends in different time zones, and would therefore frequently stay uplate and/or wake up early to contact them at odd hours of the night.As a result of the study’s findings, we created both immediately actionable andlong-term recommendations for UBC Recreation to better support sleep quality and quantityamong students. Immediately actionable recommendations include creating a Canvas moduleat the beginning of each school year to provide incoming students living in residence withinformation and resources to incorporate the 24-Hour Movement Guidelines into theireveryday lives. Moreover, we recommend that UBC Recreation creates an annual digitalsleep workshop for students living in residence to provide them with actionable steps andresources to improve their sleep hygiene, habits, and behaviours. Long-termrecommendations include UBC Recreation collaborating with UBC Housing to invest insleep-enhancing infrastructures, such as soundproofing dormitory walls, automatic dimmersfor hallway lights, and blackout blinds for windows, while also taking roommate sleepschedules into account when making these pairings.4IntroductionThe question of our study, as posed to us by UBC recreation, is to gain insight into thesleep behaviours of undergraduate and graduate students living in residence at the Universityof British Columbia, and to provide recommendations to UBC Recreation about the resourcesneeded to support healthy sleep habits in UBC students. Healthy sleep habits include gettingsufficient sleep, having regular bedtimes, and maintaining sufficient sleep routines (Tienovenet al., 2014). Through our literature review we observed that, broadly, awareness of propersleep hygiene, which is defined as healthy habits and behaviours surrounding sleep, includingconsistent sleep and wake times, regular exercise, limited caffeine and alcohol consumption,and avoiding late naps, is low among university students (Brown et al., 2002). Moreover, ithas been determined that regular exercise can increase sleep quality and duration (Bisson etal., 2019). Therefore, it is pertinent that university students engage in regular physicalactivity. The 24-Hour Movement Guidelines, which are a series of prescriptions focusing onthe integration of physical activity, sleep hygiene, and the reduction of sedentary behavioursfrom the Canadian Society for Exercise Physiology, suggest that adults age 18-64 sleep 7-9hours per night and participate in 150 minutes of moderate-to-vigorous aerobic physicalactivity per week (Canadian Society for Exercise Physiology, n.d.). We used these guidelinesto guide our study, and analysed if there was a relationship between students’ awareness ofthese guidelines, regular participation in physical activity, and healthy sleep behaviours as asecondary focus.Moreover, as is identified by Bono and Hill (2021) and Pilcher et al. (1997), sleepquantity and quality are key determinants of academic performance and mental healthoutcomes of university students. Sleep quantity refers to the total number of hours spentsleeping per night, whereas sleep quality is a measure of the overall sleep experience,focussing on the factors that make sleep more or less productive and rejuvenating, such as5sleep latency (time before onset of sleep), sleep disturbances, use of sleep medication, andsleep’s impact on subsequent daytime function (Humphries et al., 2022). We believe that ourresearch holds specific relevance to our chosen sub-population, because, as identified bySemsarian et al. (2021) and Humphries et al. (2022), university students consistently reportpoor sleep, have poor sleep hygiene, and sleep less than recommended by sleep healthguidelines. Sleep is not only vital for optimal quality of life and health, but it is critical forfacilitating academic success (Semsarian et al., 2021). It has been determined that studentswith irregular sleep schedules, meaning sleeping and waking at different times each day, aremore likely to have poorer academic performance than those with consistent sleep schedules(Foulkes et al., 2019). Therefore, having a good sleep quality and quantity is highly relevantfor both academic performance and general well being. Through this study, our main goal isto determine the factors that impede undergraduate and graduate students living in residenceat UBC from adopting healthy sleep behaviours.Literature ReviewUniversity students do not obtain sufficient sleep (Brown et al., 2002; Dautovich etal., 2021; Semsarian et al., 2021; Humphries et al., 2022). There are several reasons thatuniversity students report poor and insufficient sleep, including, but not limited to, academicstress, emotional concerns, increased substance use, light and noise disturbances, compulsivesmartphone use, and elevated screen time (Dautovich et al., 2021; Semsarian et al., 2021; Yao& Wang, 2023). University students not only get insufficient sleep, both in quantity andquality, they also have dysfunctional beliefs about sleep (Humphries et al., 2022). Sleepbeliefs encompass an individual’s attitudes about sleep, as measured through the use of a fivefactor scale known as The Dysfunctional Beliefs And Attitudes About Sleep Scale (DBAS)(Humphries et al., 2022). Students tend to overestimate their sleep habits and underestimate6the significance of sufficient sleep on overall physical health, mental health, and academicperformance (Dautovich et al., 2021). Dysfunctional sleep beliefs often result from lack ofknowledge about the physical and mental health effects of insufficient sleep, in addition topaying little attention to one’s own sleep habits (Dautovich et al., 2021).Sleep, Health, and Physical ActivityAs an inevitable daily activity, sleep is one of the most important factors contributingto good health (Altun et al., 2012). Sleep is essential for physical, cognitive, andpsychological well-being (Altun et al., 2012). In addition, sleep is critical for proper cellularand systemic functioning, with its absence resulting in changes in blood pressure, glucoseregulation, and even some hormonal axes (Altun et al., 2012). Therefore, sleep quality has acritical role in one’s health (Wang & Boros, 2019). Sleep disturbances have been found toinfluence one’s risk of developing cardiovascular disease, cancer, and depression (Wang &Boros, 2019). In a systematic review by Wang & Boros (2019), it was found that whenparticipants spent more time being physically active than average, they reported better sleepquality and quantity. Additionally, a study by Podhorecka et al. (2017) reported thatindividuals who engaged in moderate or intense physical activity reported falling asleepfaster, waking up less frequently throughout the night, and experienced better sleep quality.Wunsch et al. (2017) determined that physical activity is beneficial to enhanced sleep qualityin students during stressful conditions, such as exam periods, and states that maintaining highlevels of physical activity during periods of academic stress should be a primary objective foruniversity students. Therefore, it is evident that physical activity is critical for sleep qualityand quantity, particularly in university students.University Life and Academic Stress7Furthermore, Oswalt and Wyatt (2014) examined the sleep habits of undergraduateand graduate students in a sample of national American university students. Both graduateand undergraduate students reported sleep difficulties, including difficulties falling asleep,daytime sleepiness, insufficient sleep to feel rested, and early bedtimes due to an inability tostay awake during the day (Oswalt & Wyatt, 2014). Moreover, university life is typicallycharacterised by significant lifestyle and behavioural changes, such as moving away fromhome, that result in increased independence and reduced supervision (Memon et al., 2021).As a result, students tend to engage in more social activities, such as going to concerts andbars, develop unhealthy behaviours like binge-drinking, and have demanding academicschedules, all of which contribute to inadequate sleep in university students (Memon et al.,2021). Furthermore, Foulkes et al. (2019) determined that excessive noise from roommatesand the residence environment, along with the desire to socialise late at night, are factors thatcontribute to poor sleep in university students. It has also been determined that the increasedacademic demands of being a university student contribute to poorer sleep, as many studentsreport studying late into the night, sacrificing their sleep to do so (Foulkes et al., 2019). It isimportant to note that during periods of intense academic stress, sleep quality and quantity inuniversity students further deteriorates (Memon et al., 2021).Implications of Screen Time Before BedIt has also been determined that the widespread use of portable electronic devices hasnormalised the presence of screen-media devices in the bedroom (Hale et al., 2018). Theusage of electronic devices close to bedtime has become one of the most significant factorsassociated with sleep disturbances (Pham et al., 2021). In a study of university students byPham et al. (2021), 98.1% of participants reported using an electronic device within twohours before bedtime, with smartphones being the most common device used. A study by8Hjetland et al. (2021) found a strong negative association between time students spend onscreen-based devices and sleep quality and quantity, while a study by Nestler andBockerlmann (2023) discovered that students who engage in screen time late into the eveningor night tend to have poorer sleep quality. Furthermore, there is an association between screentime, delayed bedtimes, and decreased duration of sleep (Hale et al., 2018). This is becauselight from screens in smartphones and computers contains blue-enriched, short-length light,which is similar to exposure under morning sunlight (Pham et al., 2021). Screen timeincreases physiological arousal, which impacts the circadian rhythm by delaying the onset ofmelatonin, leading to poorer sleep quality (Pellerine et al., 2023). Therefore, exposure to lightfrom these devices should be avoided before bedtime to achieve optimal sleep quality andquantity (Pham et al., 2021).Sleep Education and InterventionsMoreover, Dautovich et al. (2021) demonstrated that self-determination activities canbe effective intervention strategies as part of sleep education. Self-determination theoryexamines motivation and behaviour change through a lens of psychological needssatisfaction. Self-determination activities focus on the three psychological needs of theself-determination theory: competence, autonomy, and relatedness, and work withparticipants to address sleep behaviour change through these three constructs (Dautovich etal., 2021). Students who engaged in self-determination activities were better able to changetheir sleep behaviours, demonstrating improved sleep behaviours following the intervention(Dautovich et al., 2021). This suggests that active involvement in sleep education andinterventions targeting self-efficacy and psychological needs are more effective than sleepeducation alone. Our study aims to address the knowledge-attitudes-behaviour continuum, amodel of behaviour change that utilises knowledge acquisition to change attitudes, with9attitudes influencing subsequent behaviour change (Semsarian et al., 2021), with a specificfocus on closing the gap between attitude and behaviour by gathering “wants-based”intervention strategies.Through our study, we hope to determine the specific factors that impedeundergraduate and graduate students living in residence at the University of British Columbiafrom adopting healthy sleep behaviours, with the aim of making recommendations to UBCRecreation about how to support better sleep in UBC students. Ultimately, we hope tocontribute to improving the well-being and academic performance of both undergraduate andgraduate university students living in residence by alerting UBC Recreation to the specificneeds of students with respect to sleep.MethodsStudy PopulationThe target population for this study was current, full-time undergraduate and graduatestudents living in on-campus student housing at the UBC Vancouver campus. Participants hadto be between the ages of 18 and 64 years old, as the Canadian 24-Hour MovementGuidelines sleep recommendations of interest are for individuals aged 18-64. Exclusioncriteria included individuals with diagnosed sleep disorders, as their sleep habits and qualityare not representative of the general population, and sleep disorders can lead to variouschronic health problems (American Psychiatric Association, 2024). Sleep disorders aredefined as problems with the quality, timing, and amount of sleep that an individual gets,which result in impaired functioning and daytime distress (American Psychiatric Association,2024). Approximately one third of the general population complains of insomnia, and 4-22%of the population meet the criteria for insomnia disorder (Ohayan, 2011; AmericanPsychiatric Association, 2024).10University students, including both undergraduate and graduate students have beenchosen for our study population, as university students overall report poor sleep durations,hygiene, and quality, along with a variety of reasons why they find it difficult to obtainsufficient sleep, including, but not limited to, stress, academics, social activities, substanceuse, and screen time (Brown et al., 2002; Dautovich et al., 2021; Semsarian et al., 2021;Humphries et al., 2022). University students in different stages of their studies reportdifferent degrees of sleep difficulties, with graduate students reporting fewer sleep difficultiesthan undergraduate students (Oswalt & Wyatt, 2014), though they still tend to fall short ofsleep recommendations. By assessing a broad range of university students at various stages intheir university experience, it will be possible to identify the cohort of students in need of themost help. Additionally, strategies employed by students who successfully manage theiracademic, social, recreational, and sleep behaviours/habits can be identified through theinclusion of a large study population.Research Study DesignOur study design employed the use of a cross-sectional observational mixed methodsdesign, which was achieved through a Qualtrics survey that offered a series of qualitative andqualitative questions. Cross-sectional studies are carried out over a short period of time, andas such, we collected and analysed data gathered from participants at one point in time(Mohajan, 2020). A mixed methods design combines at least one qualitative and onequantitative research component for the purpose of breadth and depth of understanding(Schoonenboom & Johnson, 2017). Therefore, we employed both quantitative close-endedquestions and qualitative open-ended response questions to help synthesise a more accurateidentification and categorization of sleep behaviour trends within our target population. Datawas collected via Qualtrics, the online survey platform, between March 2nd and April 6th.11Upon completion of the survey, data from each participants’ response was recorded inQualtrics. Participants completed the survey only once, with no follow up questions in thefuture. It was estimated that the time to complete the survey was 5-10 minutes.Recruitment occurred through a convenience sampling method that involvedrecruitment materials and posters (Appendix C) which were shared on our group members’social media accounts via Facebook and Instagram. Recruitment posters were also distributedthroughout the UBC Vancouver campus, including the Sauder School of Business, AMSStudent Nest, the Buchanan Arts Building, Woodward Library, Irving K. Barber Library, andthe UBC bus loop. Recruitment posters were also distributed to undergraduate and graduateresidences, including Totem Park, Place Vanier, Ponderosa, and Fairview Crescent.Additionally, we requested that several UBC professors of large undergraduate classes postedthe recruitment materials to the Canvas page of their classes so that students would see therecruitment poster upon logging in to their Canvas accounts (KIN 110, KIN 132, KIN 120,KIN 363, PSYC 200, GEOG 200, CRWR 200). Recruitment also occurred throughword-of-mouth by asking our fellow peers to complete the survey. The recruitment materialswere also airdropped to students in communal campus areas including the AMS Student Nest,Woodward Library, and various lecture halls. Finally, participants were recruited at the startof lectures with the permission of UBC professors. Participation in this study wasincentivized, as participants who completed the survey were entered in a draw to win aLululemon yoga mat or a UBC Athletics Prize Pack. Our recruitment target was a minimumof 100 participants. Data collection ended at 11:59pm on April 6th.Data CollectionData was collected from participants using a mixed-methods survey. The survey(Appendix A) was composed of 26 questions. Of these questions, 22 were close-ended and 412were open-ended. The aim of our survey was to understand current sleep habits, quality ofsleep, perceived barriers to sleep, and the level of awareness of and participation in theCanadian 24-Hour Movement Guidelines within the target population. The survey includedclose-ended questions with a range of responses, including Yes/No, 10-point Likert Scale(ranging from “0, Very Poor” to “10, Very Good"), and the option to select multiple answers.Likert Scale questions were used to allow respondents to indicate their opinions, attitudes, orfeelings about particular questions (Nemoto & Beglar, 2014). Close-ended questions wereused to direct the respondents to the alternatives and choices being offered (Reja et al., 2003).Some close-ended questions include an “other” option to allow for participants to input theirown response if the answer of their choice is not included. The survey also includedopen-ended questions that allowed participants to elaborate and provide more detailedresponses. The benefit of open-ended questions is that they allow for a more diverse set ofanswers, allowing the respondents to express an opinion without being influenced by theresearchers (Reja et al., 2003).Before starting the survey, participants were required to read and agree to the study’sconsent form (Appendix B). The survey began with demographic questions to determine thatparticipants met the study’s inclusion criteria. Demographic questions were used to provideinformation regarding trends within our target population. These involved Yes/No questionsthat asked respondents about their age, if they are a student at UBC Vancouver campus, livein on-campus residence, and if they are an international student. The purpose of askingparticipants if they are international students was to assess difficulties adapting to the timechange and to determine if they stay up late or wake up early to contact family and friendsback home. Demographic questions also consisted of multiple choice questions that askedstudents about their year of study and faculty. Additionally, amount of recreational, work orschool-related, and before bed screen time was assessed. With respect to sleep, the survey13asked participants to report how many hours of sleep they get each night using a sliding scale(ranging from 0-16 hours). Quality of sleep was assessed using a 10-point Likert Scale(ranging from “0, Very poor” to “10, Very good”).With respect to the Canadian 24-Hour Movement Guidelines, our survey included aYes/No question that addressed awareness of these guidelines. Following this, the surveyincluded several Yes/No questions to assess participants’ knowledge of the guidelines’details, such as “Did you know that quality sleep includes practising consistent bed andwake-up times?” Our survey then assessed perceived barriers to sleep within our targetpopulation by giving participants the option to select multiple answers from a selection ofcommon barriers to sleep, which included an “other” option to allow respondents to suggest aresponse or elaborate. To assess participation in and adherence to the 24-Hour MovementGuidelines, our survey included questions to determine if participants were aware of theguidelines, regularly meet the recommended amount of moderate-to-vigorous physicalactivity per week (such as brisk walking, jogging, and running) (Pellerine et al., 2023), andengage in muscle strengthening activities two times per week.To assess factors that students felt impede their sleep, there was a select all that applyquestion, which allowed students to select multiple responses. If students selected that sleepwas not a priority to them, they were prompted to complete an open-ended questiondescribing why that was the case. The survey then assessed residence-specific factors thatstudents felt impede their ability to get sufficient sleep quantity and quality with a select allthat apply question. Finally, the survey concluded with an open-ended question that promptedparticipants to think of ways that UBC can help improve sleep quantity and quality instudents.Data Analysis14Our study employed a mixed-methods design, using close- and open-ended questionsto obtain quantitative and qualitative data from the target population. Quantitative data wasused to analyse close-ended questions, also known as descriptive statistics. Calculation ofmeans, standard deviations, frequencies, and graphical representations were used to illustratepatterns and trends within the data. Qualitative analysis was used to interpret open-endedquestions and to identify and categorise trends within responses. Applying a thematicanalysis to open-ended responses allowed us to identify recurring themes related to sleepbarriers and other qualitative variables and insights. Thematic analysis was used to identifyand interpret patterns or themes in a data set, resulting in new insights and understandings(Naeem et al., 2023). This mixed-methods approach, combining quantitative data andqualitative insights, contributed to the understanding and aims toward improving sleepbehaviours in undergraduate and graduate university students.ResultsParticipant DescriptionA total of 119 respondents completed the anonymous Qualtrics survey, however only108 participants fully completed the survey. The 11 respondents that did not complete theentire survey were excluded from the analysis. Of the 108 participants, 54% were 1st yearstudents, 13% were 2nd year students, 15% were 3rd year, 15% were 4th year students, 2%were made of 5 year or beyond, with the remaining 2% consisting of graduate students. Ofthe study participants, the majority were in the faculties of Kinesiology (39%), Arts (24%),Science (23%), with the other participants being in the faculties of Applied Sciences (6%),Business (5%), and Forestry (3%). The remaining 7% of participants were evenly distributedacross the faculties of Economics, Dentistry, Law, Land and Food Systems, Medicine,Pharmaceutical Sciences, and undeclared students. Our study also identified the nationality of15the student makeup, with 22% of respondents self-reporting as international students, and theremaining 78% consisting of Canadian students.Figure 1Participant DemographicsGeneral Factors that Impede Students’ Ability to Engage in Healthy Sleep Behaviours57% of participants reported that both their sleep quality and quantity changed uponmoving into residence at UBC. The trend was that sleep quality and quantity changed for theworse upon moving into residence. Many students stated that they now wake up morefrequently throughout the night and stay up later than they did before moving into residenceat UBC. Based on the results of our survey and our subsequent data analysis, we identified 18major factors of which students felt prevented them from engaging in healthy sleep habits andbehaviours, and subsequently prevented their ability to achieve adequate sleep quantity16and/or quality. These in order of their prevalence of responses were: studying (n=77), stress(n=66), lack of time (n=65), time management (n=52), anxiety (n=50), mental health (n=36),socialisation (n=36), “there are things I’d rather do'' (n=27), physical activity (n=34), parties(n=21), hobbies (n=20), lack of desire to sleep (n=18), family responsibilities (n=9),commute to school or job (n=6), other (n=6), physical health (n=5), “sleep is not a priority tome” (n=5), and “I don't care about meeting sleep recommendations” (n=4).Figure 2Factors that impede UBC students living in residence from getting adequate sleepquality/quantityFurthermore, our study identified the average sleep duration of all 108 participants as6.76 hours per night. Interestingly, however, despite the average sleep duration nearing the24-Hour Movement Guidelines recommendation of 7-9 hours of sleep per night, only 23% ofparticipants reported having a good sleep quality (feeling refreshed and satisfied followingtheir nightly sleep). For the purposes of this study, we considered good sleep quality as ascore of 7+ on the Likert Scale. Moreover, our study identified that the average sleep quality17of all 108 participants was reported to be 4.85/10. Only 34% of participants self-reportedhaving consistent sleep and wake times. Furthermore, when asked how much screen timethey engaged in prior to sleep, only 6% of respondents answered none, with 49% engaging in1-30 minutes and 45% engaging in over 30 minutes. Both of these habits play key roles inproper sleep hygiene and act in part as determinants of sleep quality. This may furtherindicate a gap in the awareness of proper sleep hygiene habits, and highlights an importantavenue for future education efforts.Residence-Specific Factors that Impede Students’ Ability to Engage in Healthy SleepBehavioursWhen prompted to identify the underlying factor impeding their sleep from a list of 18potential factors, 6% of the total 108 participants chose “other.” These participants were thenprompted to explain their choice. Amongst these respondents, 4 of the 6 noted noisiness ofsome sort (from neighbours or construction outside of residence) being a major impedingfactor to their sleep quality. This, when compounded with the responses to our survey's finalquestion prompting participants to offer potential solutions for supporting the sleep quality ofstudents in residences, which yielded 18 responses calling for improved sound insulation forresidence walls and or doors, indicated that residency infrastructure (specifically the qualityof sound dampening or soundproofing of dormitories) may be a potential avenue of futureintervention. Furthermore, the aforementioned final question of our survey also yielded manyresponses which suggested that lighting was a major impedance to students' sleep. 10responses indicated that hall lights were too bright, and 5 responses called for the installationof blackout blinds for dormitory windows.Awareness of the Canadian 24-Hour Movement GuidelinesThrough our survey, we were also able to identify a number of other major findings,including results indicating that only 39% of the total 108 participants were aware of the1824-Hour Movement Guidelines, while 54% were unaware and 7% had heard of theguidelines, but did not know what they entail. This demonstrates a significant gap in studentawareness, and a major potential avenue for future education efforts.Figure 3Participant awareness of the 24-Hour Movement GuidelinesDiscussionUltimately, our study supports the previous findings discussed in our literature reviewthat students do not achieve sufficient sleep (Brown et al., 2002; Dautovich et al., 2021;Semsarian et al., 2021; Humphries et al., 2022) as is demonstrated by the mean sleep durationof respondents being 6.76 hours per night, therefore not meeting the 7-9 hours recommendedper the 24-Hour Movement Guidelines. Our study also affirms the findings of Foulkes et al.(2019) that the increased academic demands of being a university student contribute to poorersleep, with 77% of students surveyed citing the demands of studying as a major impedance totheir sleep quality and quantity. Furthermore, as is indicated by 36% and 21% of surveyrespondents reporting socialising and partying respectively being impedances to their sleep19quality, our study seems to confirm Foulkes et al. (2019) and Memon et al.’s (2021) findings,indicating that the desire to socialise late at night and engagement in party environments asmajor factors which contribute to poor sleep quality in university students. Finally, asindicated by our study’s results, those who met the physical activity recommendationsprovided by the 24-Hour Movement Guidelines had a higher average percentage ofrespondents who slept 7 or more hours per night compared to those who did not meet theguidelines. Therefore, our study supports the findings of the systematic review by Wang &Boros (2019) and the studies by Podhorecka et al. (2017) and Wunsch et al. (2017), whichobserved that participants spending a greater than average amount of time being physicallyactive reported a better sleep quality and quantity.These findings enabled us to answer our research question of what the factors are thatimpede undergraduate and graduate students living in UBC residence from adopting healthysleep behaviours and habits by providing insight into the underlying causes of poor sleepquality and identifying new avenues for future interventions. The results of our study alsoprovide greater insight into the secondary focus of our study, allowing us to analyse if there isa relationship between students’ awareness of the 24-Hour Movement Guidelines, regularparticipation in physical activity, and healthy sleep behaviours. It was found that those whoparticipated in the 24-Hour Movement Guidelines’ recommended 150 minutes of physicalactivity per week had a higher number of respondents who slept 7 or more hours per night(70% of the 34% who met the physical activity guidelines), which is significantly higher thanthose who did not meet the guidelines’ recommendations. These results, although notconclusive, indicate that there may be a positive correlation between regular physical activityparticipation and sleep quantity.Throughout the process of data collection and analysis, we ran into several challengeswhich required some degree of innovation to surmount. The first of which was difficulty20recruiting sufficient participants for our study. At first, we had primarily spread awarenessthrough promotional flyers including recruitment information and QR coded links to thesurvey, but quickly we realised that this alone would be insufficient to reach a large enoughsample size. This indicated to us that we would require a more innovative multimediaapproach to participant recruitment and spurred the creation of several new tactics includingin class presentations, asking professors to post the recruitment materials to their course’sCanvas page, direct flyer distribution, social media promotion, and airdroping surveys.ImplicationsBy understanding the factors that impair the ability for UBC students living inresidence to fulfil their sleep needs (studying, stress, etc), this allows for a betterunderstanding of what can be done to help students achieve their sleep needs and improvesleep hygiene. With our findings suggesting that many students do not know what the24-Hour Movement Guidelines entail, partners such as UBC Recreation, along with othersinvolved with UBC, can push additional efforts to increase awareness of these guidelines andsleep hygiene, providing educational opportunities for students and giving them tools toimprove their sleep.By comparing the lack of sleep quality that was found in the student body of UBCwith sleep quantity and exercise minutes per week, we found that exercise may producebetter sleep quality outcomes. Using this data, UBC Recreation and other UBC affiliates canprovide recommendations to students relating to the importance of physical activity withrespect to a quality night's sleep. Furthermore, as past research from Dautovich et al. (2021)suggests, increasing the sleep quality of the students at UBC will, in turn, help these studentsachieve more academic success and increased overall physical and mental health.By listening to what students deemed would help them meet the 7-9 hours ofrecommended sleep and what would increase their quality of sleep, UBC Recreation and21UBC Housing can collaborate to take action and implement certain strategies that wouldbenefit all residents. Potential areas of interventions would be better matching students withsimilar schedules/sleep habits, as well as increased efforts to sound-proof walls/windows anddampen natural and artificial light that enters rooms. This will help residents to achieve morequality sleep than they currently are able to get.Limitations and Directions for Future ResearchAlthough there were many upsides to our research, there were also certain limitations.Firstly, the data gathered was self-reported rather than observed. As observed in Lauderdaleet. al. (2008), participants can be unsure of how much they truly sleep, and can overestimatetheir sleep quantity. Using self-reported data was necessary for our research project, but anidea for future research would be measuring participants' sleep duration and sleep cycles tofully understand how well or poorly university students living in residence sleep. Anotherlimitation that our study was not able to account for was variables such as howsocioeconomic status, or academic workload affect an individual's ability to meet sleeprequirements. Given that our survey was open near the end of midterms and over a four daylong weekend, the participants may have been able to get more sleep than normal. Ourresearch was conducted within a cross-sectional framework, meaning data was only gatheredat a single time point. Future research should be conducted in a longitudinal format to providemore applicable results to university students throughout a whole term. Additionally, apredominant portion of our participants were Kinesiology students. This population may notbe representative of the entire student body living in residence, as they are taught about sleepand movement recommendations as a part of some of their core courses.RecommendationsAs is discussed above, only 35% of the student body surveyed were aware of the24-Hour Movement Guidelines and the sleep hygiene recommendations therein. In an effort22to increase student awareness, we recommend that our partner, UBC Recreation, incollaboration with UBC Wellness create a Canvas module at the beginning of each newschool year that provides students with information and actionable steps to incorporateelements of the 24-Hour Movement Guidelines. Furthermore, we suggest creating an annualdigital sleep workshop (to be hosted over Zoom or a similar video hosting platform to betteraccommodate the schedules of students and reach a greater number of residents) to providestudents with actionable steps to improving their sleep hygiene, habits, and behaviours. Wesuggest that this digital workshop also addresses the underlying causes of factors that lead topoor sleep quality and quantity by leading discussions on coping with stress and anxiety,while also examining the importance of time management.In order to address the residence-specific concerns of students regarding the factorsthat affect their sleep quality, we recommend that UBC Recreation, in collaboration withUBC Housing, invest in sleep enhancing infrastructure such as soundproofing for dormitorywalls, automatic dimmers for residency hallway lights, and blackout blinds for windows. Werecognise that the cost of installation and renovation necessary to implement these changes isa major barrier, but we suggest that these could be subsidised by a short term opt in programin which a select number of dormitories could be outfitted with the aforementionedrenovations and incoming students could be given a choice to select these dorms at apremium with the goal of using the access capital generated through this program toeventually address the disparity in access to the amenities and make them available to allresidences. Furthermore, because students have indicated experiencing sleep disturbancesfrom roommates (due to differing sleep, class, and work schedules or having roommates who,due to having family or friends living in different time zones, may be awake at odd hours tocontact family/friends and cause disturbances at inconvenient times) we recommend that that23UBC Recreation in collaboration with UBC Housing create a survey form for incomingstudents living in residence to better match roommates who share similar schedules.ConclusionThis research project sought to gain insight into the sleep habits and behaviours ofundergraduate and graduate students residing in residence at the University of BritishColumbia in order to make recommendations to UBC Recreation about resources necessaryto promote healthy sleep behaviours among students. Upon completing the literature review,it became apparent that university students regularly report poor quality and duration sleepdue to factors such as academic stress, lifestyle changes, and inadequate sleep hygiene.Research also highlights that the need for sufficient sleep is important for academicperformance and overall well-being.Through this research, key factors impacting student's sleep quantity and quality wereidentified, with studying, stress, anxiety, and lack of time as primary factors. While the meansleeping duration was 6.76 hours for all respondents, which is close to the 24-HourMovement Guidelines recommendation of 7-9 hours per night, only 23% of participantsreported feeling refreshed and satisfied following sleep. Thus, even though students aresleeping close to the recommended amount, they are not getting good quality sleep.Furthermore, few students reported consistent sleep and wake times, while almost everyparticipant reported engaging in screen time before bed, showing the need for improved sleephygiene among students. The findings in this study also demonstrated a possible connectionbetween awareness of the 24-Hour Movement Guidelines, regular participation in physicalactivity, and sleep quality and quantity.Overall, this research offers valuable insights into student sleep habits and behaviours.As a result of this research, we made specific recommendations to UBC Recreation as to howthey can improve the sleep behaviours of UBC students living in residence, including24improving education and awareness surrounding healthy sleep behaviours and habits,upgrading infrastructure in residences to achieve a sleep conducive environment, andimproved matching with respect to roommate schedules. Ultimately, improved sleep qualityand quantity among students will improve both the well-being and academic success for theentire student body at UBC.25ReferencesAltun, I., Cınar, N., & Dede, C. (2012). The contributing factors to poor sleep experiencesaccording to the university students: A cross-sectional study. Journal of Research inMedical Sciences, 17(6), 557-561.American Psychiatric Association. (2024). What are sleep disorders?https://www.psychiatry.org/patients-families/sleep-disorders/what-are-sleep-disordersBrown, F. C., Buboltz, W. C., & Soper, B. (2002). Relationship of sleep hygiene awareness,sleep hygiene practices, and sleep quality in university students. Behavioral Medicine,28(1), 33–38. https://doi.org/10.1080/08964280209596396Dautovich, N. D., MacPherson, A. R., Ghose, S. M., Williams, C. M., Reid, M. P., Sabet, S.M., Soto, P., Jones, S. C. T., & Dzierzewski, J. M. (2021). Examining and PromotingSleep Health in the Undergraduate Classroom: A Mixed-Methods Approach.International journal of environmental research and public health, 18(23), 12297.https://doi.org/10.3390/ijerph182312297Foulkes, L., McMillan, D., & Gregory, A. M. (2019). A bad night's sleep on campus: Aninterview study of first-year university students with poor sleep quality. Sleep Health,5(3), 280-287. https://doi.org/10.1016/j.sleh.2019.01.003Hale, L., Kirschen, G. W., LeBourgeois, M. K., Gradisar, M., Garrison, M. M.,Montgomery-Downs, H., Kirschen, H., McHale, S. M., Chang, A., & Buxton, O. M.(2018). Youth screen media habits and sleep: Sleep-friendly screen behaviorrecommendations for clinicians, educators, and parents. Child and AdolescentPsychiatric Clinics of North America, 27(2), 229-245.https://doi.org/10.1016/j.chc.2017.11.01426Hjetland, G. J., Skogen, J. C., Hysing, M., & Sivertsen, B. (2021). The association betweenself-reported screen time, social media addiction, and sleep among Norwegianuniversity students. Frontiers in Public Health, 9(1), 794307-794307.https://doi.org/10.3389/fpubh.2021.794307Humphries, R. K., Bath, D. M., Burton, N. W., & Cargo, M. (2022). Dysfunctional beliefs,sleep hygiene and sleep quality in university students. Health Promotion Journal ofAustralia, 33(1), 162-169. https://doi.org/10.1002/hpja.471Lauderdale, D. S., Knutson, K. L., Yan, L.L., Liu, K., & Rathouz, P. J. (2008). Self-reportedand measured sleep duration: how similar are they? Epidemiology, 19(6), 838-845.https://doi.org/10.1097/EDE.0b013e318187a7b0Memon, A. R., Gupta, C. C., Crowther, M. E., Ferguson, S. A., Tuckwell, G. A., & Vincent,G. E. (2021). Sleep and physical activity in university students: A systematic reviewand meta-analysis. Sleep Medicine Reviews, 58(1), 101482-101482.https://doi.org/10.1016/j.smrv.2021.101482Mohajan, H. (2020). Quantitative Research: A Successful Investigation in Natural and SocialSciences. Journal of Economic Development, Environment and People, 9(4).https://doi.org/10.26458/jedep.v9i4.679Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process ofThematic Analysis to Develop a Conceptual Model in Qualitative Research.SageJournals, 22, 1-18. https://doi.org/10.1177/16094069231205789Nemoto, T. & Beglar, D. (2014). Likert-scale questionnaires. In JALT 2013 conferenceproceedings (pp. 1-8). https://jalt-publications.org/Nestler, S., & Böckelmann, I. (2023). Influence of screen time on the sleep quality ofstudents. Somnologie : Schlafforschung Und Schlafmedizin = Somnology : Sleep27Research and Sleep Medicine, 27(2), 124-131.https://doi.org/10.1007/s11818-022-00357-5Ohayon, M. M. (2011). Epidemiological overview of sleep disorders in the generalpopulation. Sleep Medicine Research, 2(1), 1-9.https://doi.org/10.17241/smr.2011.2.1.1Oswalt, S. B., & Wyatt, T. J. (2014). Who needs more sleep? comparing undergraduate andgraduate students’ sleep habits in a national U.S. sample. International Journal ofHigher Education, 4(1). https://doi.org/10.5430/ijhe.v4n1p77Pellerine, L. P., Bray, N. W., Fowles, J. R., Furlano, J. A., Morava, A., Nagpal, T. S., &O’Brien, M. W. (2023). Increased recreational screen time and time to fall asleep areassociated with worse academic performance in Canadian undergraduates.International Journal of Health Promotion and Education, 62(1) , 1-11.https://doi.org/10.1080/14635240.2023.2248091Pham, H. T., Chuang, H., Kuo, C., Yeh, T., & Liao, W. (2021). Electronic device use beforebedtime and sleep quality among university students. Healthcare (Basel), 9(9), 1091.https://doi.org/10.3390/healthcare9091091Podhorecka, M., Cytarska, M., Gębka, D., Perkowski, R., Androsiuk-Perkowska, J., Jaroch,A., Siedlecka–Główczewska, E., Sokołowski, R., Zukow, W., &Kędziora-Kornatowska, K. (2017). Can physical activity influence the quality of sleepamong the elderly? Journal of Education, Health and Sport, 7(12), 288-305.https://doi.org/10.5281/zenodo.1133730Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-endedquestions in web questionnaires. Developments in Applied Statistics, 19(1), 159-177.https://begrijpelijkeformulieren.org/28Schoonenboom, J., & Johnson, R. B. (2017). How to construct a Mixed methods researchdesign. Kölner Zeitschrift Für Soziologie Und Sozialpsychologie, 69(2), 107-131.https://doi.org/10.1007/s11577-017-0454-1Semsarian, C. R., Rigney, G., Cistulli, P. A., & Bin, Y. S. (2021). Impact of an Online Sleepand Circadian Education Program on University Students' Sleep Knowledge,Attitudes, and Behaviours. International journal of environmental research and publichealth, 18(19), 10180. https://doi.org/10.3390/ijerph181910180.Sullivan Bisson, A. N., Robinson, S. A., & Lachman, M. E. (2019). Walk to a better night ofsleep: Testing the relationship between physical activity and sleep. Sleep Health, 5(5),487-494. https://doi.org/10.1016/j.sleh.2019.06.003Tienoven, T. V., Glorieux, I., & Minnen, J. (2014). The impact of work and familyresponsibilities on healthy sleep habits. Time & Society, 23(2), 235-257.https://doi.org/10.1177/0961463X13494137Wang, F., & Boros, S. (2021). The effect of physical activity on sleep quality: A systematicreview. European Journal of Physiotherapy, 23(1), 11-18.https://doi.org/10.1080/21679169.2019.1623314Wunsch, K., Kasten, N., & Fuchs, R. (2017). The effect of physical activity on sleep quality,well-being, and affect in academic stress periods. Nature and Science of Sleep, 9,117-126. https://doi.org/10.2147/NSS.S13207829Appendix A: Qualtrics SurveyLink to Qualtrics survey: https://ubc.ca1.qualtrics.com/jfe/form/SV_a97OjBCt03NRWwCStart of Block: Demographic InformationQ1 Are you a current full-time UBC student?Yes (1)No (2)Skip To: End of Survey If Are you a current full-time UBC student? = NoQ2 Do you live in UBC residence?Yes (1)No (2)Skip To: End of Survey If: “Do you live in UBC residence?” = NoQ3 Do you have a diagnosed sleep disorder? (e.g., insomnia, narcolepsy, sleep apnea)Yes (1)No (2)Skip To: End of Survey If: “Do you have a diagnosed sleep disorder?” = YesQ4 What year of study are you in?1st (1)2nd (2)3rd (3)4th (4)5th + (5)Graduate Student (6)Q5 Are you an international student?Yes (1)No (2)Display This Question:If: “Are you an international student?” = YesQ5.1 What is the time difference between your home city and Vancouver?[text entry] __________________________________________________________Display This Question:If: “Are you an international student?” = YesQ5.2 Do you ever stay up late or wake up early to contact family members orfriends in your home city?Yes (1)No (2)30Q6 What faculty/school are you in?Applied Science (1)Architecture & Landscape (2)Arts (3)Audiology & Speech Sciences (4)Business (Sauder School of Business) (5)Community and Regional Planning (6)Dentistry (7)Education (8)Forestry (9)Journalism (10)Kinesiology (11)Land and Food Systems (12)Law (Peter A. Allard School of Law) (13)Library, Archival, and Information Studies (14)Medicine (15)Music (16)Nursing (17)Pharmaceutical Science (18)Population and Public Health (19)Public Policy and Global Affairs (20)Science (21)Social Work (22)Vantage College (23)Economics (24)Undeclared (25)Prefer not to say (26)End of Block: Demographic InformationStart of Block: 24-Hour Movement Guidelines ActionQ7 How many minutes per week do you engage in moderate to vigorous physicalactivity?(i.e., brisk walking, swimming, running)0-3030-6060-9090-120120-15031150+Q8 How many days per week do you engage in muscle strengthening exercise? (e.g.,weight training, bodyweight exercise, resistance bands, etc.)[sliding scale]0 1 2 3 4 5 6 7Days ()Q9 On average, how many hours do you sleep…[sliding scale]0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16Per night? ()During the day (Napping)? ()Q10 Do you feel refreshed and satisfied following your nightly sleep?[sliding scale]Very poor Average/MediocreVery good0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10Sleep Quality ()Q11 Do you have consistent sleep and wake times? (i.e.,going to sleep and waking uparound the same time every day of the week)YesNoSometimesQ12 How much time do you spend sitting per day? (hrs)[sliding scale]Click to writeLabel 1Click to writeLabel 2Click to writeLabel 3320 2 4 6 8 10 12 14 16 18 20 22 24Sedentary Time ()Q13 How much time do you spend on a screen per day? (hrs)[sliding scale]0 2 4 6 8 10 12 14 16 18 20 22 24For school work ()For professional work (job) ()For recreation ()Q14 Do you engage in screen time before you go to sleep?No (1)Yes, 1-30 minutes (2)Yes, 30+ minutes (3)End of Block: 24-Hour Movement Guidelines ActionStart of Block: AwarenessQ15 Have you heard of the 24 Hour Movement Guidelines?Yes (1)No (2)I have heard of it, but I don’t know what it entails (3)Q16 Did you know that the 24 Hour Movement Guidelines recommend getting at least150 minutes (2.5hrs) of moderate to vigorous physical activity per week?Yes (1)No (2)Q16 Did you know that the 24 Hour Movement Guidelines recommend performingmuscle strengthening exercises involving major muscle groups at least 2x per week?Yes (1)No (2)33Q17 Did you know that the 24 Hour Movement Guidelines recommend that adults aged18-64 should get 7-9 hours of quality sleep on a regular basis?Yes (1)No (2)Display This Question:If “Did you know that the 24 Hour Movement Guidelines recommend that adults aged18-64 should get 7-9...” = YesQ17.1 Did you know that quality sleep includes practicing consistent bed andwake-up times?Yes (1)No (2)Q18 Did you know that the 24 Hour Movement Guidelines recommend limitingsedentary time to 8 hours or less daily, including breaking up long periods of sitting asmuch as possible?Yes (1)No (2)Q19 Did you know that the 24 Hour Movement Guidelines recommend limitingrecreational screen time to no more than 3 hours per day?Yes (1)No (2)End of Block: AwarenessStart of Block: Sleep & BarriersQ 20 Has your sleep quality and/or quantity changed since moving into residence?Yes, bothYes, sleep qualityYes, sleep quantityNoQ21 Please describe how your sleep quality/quantity has changed.[text entry] __________________________________________________________34Q22 What factors do you feel prevent you from getting sufficient sleep quality and/orquantity?(select all that apply)Studying (1)Physical Activity (2)Hobbies (3)Lack of time (4)Stress (5)Anxiety (6)Time management (7)Social gatherings/Socializing (8)Parties (9)Commute to school/job (14)Family responsibilities (16)Mental health (17)Physical health (18)Lack of desire/motivation to sleep (19)There are things I'd rather do than sleep (20)Sleep is not a priority to me (21)I don't care about meeting sleep recommendations (22)I didn't know I should be trying to get 7-9 hours of sleep (23)Other (please specify) (25)__________________________________________________Q22.1 Why is sleep not a priority to you?[text entry] ________________________________________________________________Q23 What are some factors about living in residence specifically do you feel impedeyour ability to get sufficient sleep quality/quantity?ConstructionFire alarmsHall lightsOutdoor lightsAlcohol/substance usePartiesNoisy neighboursRoommate noiseRoommate schedule differences35Other (please specify)Q26 What are ways that you think UBC could help improve student sleep quality andquantity?[text entry] ________________________________________________________________End of Block: Sleep & BarriersStart of Block: Block 2Thank you for completing the survey. The following page will redirect you to a newsurvey where you can enter the draw for prizes (2 lululemon yoga mats and 4 UBCAthletics Prize Packs).You will need our group number to enter the draw - GROUP 2End of Block: Block 236Appendix B: Consent FormCLASS PROJECT: Health Promotion and Physical Activity (KIN 464)Participant Consent FormAssessing Sleep Behaviours in Undergraduate and Graduate Students Living inResidence at the University of British Columbia Vancouver CampusGroup 2Project ID: H17-03560-A017Principal Investigator: Dr. Andrea Bundon (Assistant Professor, School of Kinesiology,Faculty of Education)The purpose of the class project: To gather knowledge and expertise from communitymembers on current sleep habits, perceived barriers to sleep, and the level of awareness andparticipation in the Canadian 24-Hour Movement Guidelines. Specifically, we will beevaluating UBC undergraduate and graduate students living in residence on the Vancouvercampus.Study Procedures: With your permission, we are asking you to participate in a survey. Youmay only complete each survey once. With the information gathered, students will criticallyexamine how different individuals understand or engage in health promoting activities orhealth promotion initiatives.Project outcomes: The information gathered will be part of a written report for the classproject. The written report will be shared with campus partners involved with the project.Summaries of findings will also be posted on the following websites. UBC SEEDS ProgramLibrary:https://sustain.ubc.ca/courses-degrees/alternative-credit-options/seeds-sustainability-program/seeds-sustainability-library No personal information/information that could identifyparticipants will be included in these reports or shared with campus partners.Potential benefits of class project: There are no explicit benefits to you by taking part inthis class project. However, the survey will provide you with the opportunity to voice youropinion on your experiences with health promoting activities or initiatives in a broad senseand will provide the students with an opportunity to learn from your experiences.Confidentiality: Maintaining the confidentiality of the participants involved in the research isparamount, and no names of participants will be linked to the data collected. At thecompletion of the course, all data (i.e. notes) and signed consent forms will be stored on asecure electronic drive by Dr. Bundon. All data and consent forms will be destroyed 1 yearafter completion of the course.37Risks: The risks associated with participating in this research are minimal. There are noknown physical, economic, or social risks associated with participation in this study. Youshould know that your participation is completely voluntary and you are free to withdrawfrom the study and there will not be negative impacts related to your withdrawal. If youwithdraw from the study, all of the information you have shared up until that point will bedestroyed.Contact for information about the study: If you have any questions about this class project,you can contact Andrea Bundon by email at andrea.bundon@ubc.caResearch ethics complaints: If you have any concerns or complaints about your rights as aresearch participant and/or your experiences while participating in this study, contact theResearch Participant Complaint Line in the UBC Office of Research Ethics at 604-822-8598or e-mail RSIL@ors.ubc.ca . or call toll free 1-877-822-8598.Consent: Your participation in this study is entirely voluntary and you may refuse toparticipate or withdraw from the study at any time.By proceeding with this survey, I am confirming I have read the above information and agreeto participate in this research project. 38Appendix C: Recruitment Materials3940
Report
eng
Unreviewed
Vancouver : University of British Columbia Library
Attribution-NonCommercial-NoDerivatives 4.0 International
Undergraduate
UBC Social Ecological Economic Development Studies (SEEDS) Student Report
University of British Columbia. KIN 464
Community
Health
Wellbeing
An Overview of Sleep Behaviours in Undergraduate and Graduate University Students
Text