Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

Sleep research has extensively quantified poor sleep among postsecondary students and established associations with adverse consequences; however, research exploring students’ beliefs toward sleep-promoting behavior is scarce. The current qualitative study explored postsecondary students’ beliefs toward behavior that promotes sleep at a midwestern state university. Using the integrated behavioral model, the current study aimed to expand the understanding of how students perceive and engage with behaviors that promote better sleep. The primary research question was: “How do currently enrolled postsecondary students attending a state university located in the Midwest region of the United States describe their beliefs relative to behavior that promotes sleep?”

The current qualitative descriptive study engaged 17 participants with one 3-day sleep reflection journal and one interview. Data from sleep journals and interview transcripts was analyzed using a content analysis approach with in vivo codes organized into a priori categories, subcategories, and concepts based on IBM application guidance. Codes in each concept were arranged into emergent themes based on common belief responses to identify the 11 most common beliefs among participants. The most common beliefs and themes described by participants were (a) Planning and Scheduling, (b) Family, (c) Social Relationships, (d) Productivity Benefits, (e) Screen Device Relationship, (f) Confident / Certain, (g) Screen Device Management, (h) Student and Campus Life, (i) Experience of Physical Vitality, (j) Negative Social and Emotional Experience, and (k) Academics. The findings strongly aligned with previous research that elicited beliefs directly from students about behavior that promotes sleep, added fresh depth by illuminating how students’ relationships with screen technology devices influenced their personal agency beliefs regarding sleep promoting behavior, and complemented earlier emerging technology literature.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

David Schmid

Date Original

5-2025

Object Description

1 PDF (xi, 140 pages)

Language

en

File Format

application/pdf

Download

Comments?

Share

COinS