Sleep quality as a predictor of learning engagement and academic self-efficacy among college students

Abstract

Sleep disturbances among Korean college students are a persistent and escalating concern that significantly impacts learning performance. This study aimed to examine the association of sleep quality with learning engagement and academic self-efficacy among college students. The study participants were 195 second- to 4th-year students at universities in the Seoul metropolitan area, sampled through convenience sampling. An online survey was conducted from March 12 to April 8, 2025, adhering to ethical standards throughout the process. Data were analyzed using t-test, ANOVA, and simultaneous multiple regression analysis. Findings indicated that learning engagement was significantly higher among students with high academic achievement satisfaction, major satisfaction, and college life adjustment. Academic self-efficacy was greater among male students compared to female students, and among students with higher academic achievement satisfaction, major satisfaction, and college life adjustment. Regression analysis results indicated that sleep quality was a significant influencing factor for both learning engagement and academic self-efficacy. These findings suggest that sleep quality may be a modifiable factor worth targeting in future intervention research aimed at supporting learning engagement and academic self-efficacy. When developing these programs, incorporating strategies that consider gender, academic achievement satisfaction, major satisfaction, and college life adjustment may further enhance their effectiveness.