Objectives

The objective of this study is to determine to what degree sleep disturbances predict academic success, relative to other known risk factors for decreased academic performance.

Methods

We performed regression analyses on data from the Spring 2009 American College Health Association National College Health Assessment II dataset (n=55,322 students) to isolate the relative contribution of the frequency of sleep problems in the previous week to GPA and the likelihood of withdrawing from a course. In our estimations, we also controlled for other factors that influence academic success such as demographic and academic variables, drug and alcohol use, perceived stress, and employment hours.

Results

Sleep disturbances were found to be a significant independent predictor of academic problems; on average, each additional day per week that a student experienced sleep problems raised the probability of dropping a course by 10% and lowered the cumulative GPA by 0.02. Factors such as stress, binge drinking, marijuana and other illicit drug use, which typically receive more attention by university administrators, had similar or relatively smaller negative associations with academic success as compared to disturbed sleep. Approximately three quarters of students surveyed reported never receiving information about sleep from their university.

Conclusions

Sleep education represents an underutilized opportunity for universities to maximize retention rates and academic success.

This paper undertakes a critical appraisal of the prospects for fictionalist inquiry in psychology, which runs contrary to the traditional dissociation between fiction and knowledge-laden discourse. Following a review of the contested boundary between fiction and nonfiction, a portrait of essential aspects of fiction emerges, which includes authorial warrant, imaginative prescription, and performative engagement. The paper then proceeds to outline fictionalism as a philosophical approach, with reference to early and more modern variants of the position. This leads to a little discussed epistemic position called the fictional stance, which is then developed and applied to various psychological domains including the psychology of fiction, the fictional constructions, and the narrative study of lives. The viewpoint that emerges sees the epistemic value of fictional thinking in the unique access it provides to intuitive powers of the psychological imagination and to non-conceptual understandings of psychological life.

Laboratory experiments have many benefits and serve as a powerful tool for social psychology research. However, relying too heavily on laboratory experiments leaves the entire discipline of social psychologist vulnerable to the inherent limitations of laboratory research. We discuss the benefits of integrating archival research into the portfolio of tools for conducting social psychological research. Using four published examples, we discuss the benefits and limitations of conducting archival research. We also provide suggestions on how social psychological researchers can take advantage of the benefits while overcoming the weaknesses of archival research. Finally, we provide useful resources and directions for utilizing archival data. We encourage social psychologists to increase the robustness of this scientific literature by supplementing laboratory experiments with archival research.