Support for this study was provided by a grant from the Russell Sage Foundation. We are extremely grateful to the principals and teachers who welcomed us into their schools and to the students who shared their daily lives with us.
To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep
Version of Record online: 20 AUG 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 1, pages 133–142, January/February 2013
How to Cite
Gillen-O’Neel, C., Huynh, V. W. and Fuligni, A. J. (2013), To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep. Child Development, 84: 133–142. doi: 10.1111/j.1467-8624.2012.01834.x
[Correction added on 9/7/2012, after first online publication 8/20/2012: Virginia W. Huynh’s affiliation has been corrected to California State University, Northridge.]
- Issue online: 25 JAN 2013
- Version of Record online: 20 AUG 2012
This longitudinal study examined how nightly variations in adolescents’ study and sleep time are associated with academic problems on the following day. Participants (N = 535, 9th grade Mage = 14.88) completed daily diaries every day for 14 days in 9th, 10th, and 12th grades. Results suggest that regardless of how much a student generally studies each day, if that student sacrifices sleep time to study more than usual, he or she will have more trouble understanding material taught in class and be more likely to struggle on an assignment or test the following day. Because students are increasingly likely to sacrifice sleep time for studying in the latter years of high school, this negative dynamic becomes increasingly prevalent over time.