Abstract:
Sleep quality and regularity are critical for maintaining attention, learning capacity,
and academic success. However, inadequate and irregular sleep remains a
prevalent concern among university students. This study examines the relationship
between sleep patterns and attention focus during lectures among Sri Lankan
undergraduates, addressing a gap in regional empirical research on student wellbeing
and learning performance. Data were collected from 161 respondents representing
both state and private universities through a structured questionnaire
based on the Pittsburgh Sleep Quality Index (PSQI) and related validated scales.
Descriptive and inferential statistical methods, including Pearson correlation and
regression analysis, were employed to assess associations between sleep duration,
quality, and perceived attentiveness. Findings revealed that nearly half of the
participants (49%) slept fewer than six hours per night, below the recommended
7–9 hours, while 54% self-rated their sleep as “good.” However, regression results
indicated no significant relationship between total sleep duration and attention
(R2 = .001, p = .632). These results suggest that sleep quality and consistency
exert a greater influence on cognitive focus than sleep quantity alone. Environmental
and behavioral factors such as irregular routines, digital device use, and
late-night study sessions also emerged as potential contributors to poor attentiveness.
The study underscores the importance of promoting sleep hygiene awareness,
stress management programs, and flexible academic scheduling in higher education
institutions. By integrating behavioral health interventions into university
support systems, educators can enhance students’ cognitive alertness, emotional
well-being, and academic engagement. These findings contribute to the growing
global understanding of how lifestyle factors impact learning outcomes, particularly
within the South Asian higher education context.
