INTRODUCTION
Sleep is a very important process for restoring physiological, psychological, and social functions. It is affected by positive/negative changes in dimensions that it covers. In industrialized societies, sleep duration is decreased due to environmental factors. In a previous study, 18% of young adults reported 5–6 hours of sleep, which was classified as a short sleep [1]. In young adults, not using time properly in the process of improving quality of social life and experience consciously or unconsciously can reduce sleep as a physiological need.
The concept of success is defined as realization of a certain work, thought, or desire by an individual in a certain time in line with desired methods [2]. Academic success, on the other hand, is the concept of success encountered in the education system. It is obtained as a result of achieving acquisitions and goals required by the education system. Therefore, the success of an individual is related to achievements of educational goals and behaviors [3]. An individual’s motivation for situations he/she will encounter is affected by many personal characteristics. In this respect, the explanation of personal characteristics and their role in psycho-educational processes shows that motivation is directly related to concepts such as academic achievement [4,5]. It has been emphasized that without motivation, students’ cognitive abilities will be deprived of the learning process.
Research has mentioned students’ sleep habits and academic motivation [6] can predict academic achievement, especially in children, which can be influenced by cognitive, affective, personal, and social factors. In general, a student’s sleep habit has a positive relationship with academic motivation [7]. One study has found that sleep affects children’s school success [8]. A study conducted by Wiechers et al. [9] shows that as children’s sleep problems increase, their academic success is negatively affected. Owens et al. [10] have concluded that sleep modes of adolescents at school start time are related to their academic success. Even if the sleep duration of children, especially primary school-aged children, is sufficient, a significant decrease in the quality of sleep can happen with a negative effect on school motivation [11].
The purpose of this study was to determine effects of sleep habits of primary school children on school motivations.
METHODS
A descriptive study was conducted to determine effects of primary school children’s sleeping habits on school motivation. Data were collected using an online questionnaire (Google Form) between February 9, 2024, and April 6, 2024.
The research population comprised primary school children. Since reaching primary school children living in Türkiye was difficult, this study was conducted online. Students who were in secondary school with access to the internet were included in this study. Primary school children and their parents were reached via social media. Children who were willing to participate were included in this study with parental consent. The questionnaire was used as a data collection technique in this research. The online questionnaire (Google Forms) was spread over social networks and social media. Many segments were tried to be reached. The study’s sample size was calculated based on the number of variables used in multivariate data analysis. In this context, the sample of this research was selected from primary school students living in Türkiye by convenience sampling method, one of the non-probability sampling methods. The research was carried out with 250 primary school children who met the conditions of participation. Inclusion criteria were: 1) children of primary school age (children aged 7, 8, 9, and 10 years were included) and 2) children with parental consent. Exclusion criteria were: 1) children not of primary school age and 2) children without parental consent.
Measures
Research data were collected with the following data collection forms: 1) sociodemographic data form; 2) Sleep Hygiene Index (SHI); and 3) Academic Intrinsic Motivation Scale (AIMS).
The sociodemographic data form comprised three questions about the age, gender, and class status of the primary school children.
The SHI was developed by Mastin et al. [12] in 2006. Its Turkish validity and reliability were performed by Ozdemir et al. [13] in 2015. The survey consists of 13 questions. These questions were evaluated on a 5-point Likert scale (none: 1, rarely: 2, sometimes: 3, often: 4, always: 5). The scale enabled evaluation of sleep behavior that constituted sleep hygiene of participants. Scores ranged from 13 to 65, with a higher score indicating a poorer sleep hygiene. Cronbach alpha value of SHI was 0.70 when it was developed, which was found to be valid and reliable [12,13]. In our study, the Cronbach alpha value was found to be 0.52.
The AIMS used in this study consisted of a total of 23 items. This scale with an aim to determine academic intrinsic motivation of students in the learning process that could affect their desire to learn was developed by Shia [14]. The original form of this scale consisted of six factors and 59 items. The scale was adapted into Turkish by Uyulgan and Akkuzu [15]. The Turkish form of this scale, which was created as a result of validity and reliability studies, consisted of four factors: “achievement requirement” (6 items), “social acceptance” (9 items), “fear of failure” (4 items), and “expertise” (4 items) [15]. These items of the scale were rated on a 7-point Likert scale ranging from 1 (does not express me to a high degree) to 7 (expresses me to a high degree). The score was between 1 and 7 for each item. The minimum score that could be obtained from this scale was 23 and the maximum score was 161, with a higher score indicating an increase in academic intrinsic motivation. Statements in the original form of this scale were intended for university students. For this reason, the term “university” in items was changed to “primary school” and the reliability analysis was conducted again. Reliability analysis was conducted with a total of 137 primary school students outside the sample. The Cronbach’s alpha value calculated as a result of the reliability analysis was found to be 0.783.
Ethical Approval
Permission was obtained via e-mail for the Academic Intrinsic Motivation Scale (AIMS), validated and reliable in Turkish by Uyulgan and Akkuzu [15], and the Sleep Hygiene Index (SHI) validated and reliable in Turkish by Ozdemir et al. [13]. Permission was obtained from Hakkari University Scientific Research and Publication Ethics Committee (IRB:2024/22-1) for the research. Identity information was not obtained or shared in any way by the parents. In order not to cause ethical violations within the scope of the research, informed consent was obtained from the parents.
Statistical Analysis
Independent variables included age, gender, and class status (what grade the student was in). Dependent variable was the relationship between sleep habits and school motivation.
For all statistical analyses, Statistical Package for Social Sciences (SPSS) version 26.0 (IBM Corp., Armonk, NY, USA) was used. Independent sample t-test, anaysis of variance, and Pearson correlation were used to examine the relationship between perceived stress and sleep hygiene in primary school students.
RESULTS
Of primary school children included in this research, 45.7% were boys and 54.3% were girls. Regarding age distribution, 21.5% aged 7 years, 35.6% aged 8 years, 27.4% aged 9 years, and 15.5% aged 10 years. As for class status, 11.4%, 11.0%, 23.3%, and 54.3% were in grades 1, 2, 3, and 4, respectively (Table 1).
The average score of responses to the SHI scale was 37.67 ± 14.61 points (range, 13 to 65 points). The average score of responses given to the AIMS sub-dimension of achievement requirement was 9.92 ± 4.49 points (range, 0 to 16 points). Social acceptance score ranged from 3 to 21 points, with an average of 12.03 ± 3.80 points. Fear of failure score ranged from 8 to 18 points, with an average of 34.05 ± 10.12 points. Expertise score ranged from 5 to 16 points, with an average of 6.15 ± 5.61 (Table 2).
Effects of age groups on primary school children’s SHI and AIMS sub-dimension (achievement requirement, social acceptance, fear of failure, and expertise) scores showed no significant difference (p > 0.05) (Table 3).
There was a significant difference in the effect of gender factor on primary school children’s SHI and AIMS sub-dimension (achievement requirement, social acceptance, fear of failure, and expertise) scores (p < 0.05) (Table 4).
Effects of primary school children’s classroom situation on SHI and AIMS sub-dimension (achievement requirement, social acceptance, fear of failure, and expertise) scores showed no significant difference (p > 0.05) (Table 5).
There was a significant effect between SHI and AIMS sub-dimensions of achievement requirement and social acceptance. The SHI was significant compared to the other scale (p < 0.05) (Table 6).
As a result of regression analysis, there were significant relationships when predictor variables and independent variables were examined (Table 7).
DISCUSSION
Considering results of sociodemographic findings, it was found that more girls participated in this study. Regarding the age group, the age group of 9 years had higher percentage in this study. Results of our sociodemographic findings were similar to results of a study by Wiechers et al. [9] on sleep problems and poor academic performance in primary school children. Similarly, results of a study by Owens et al. [16] on sleep habits and sleep disorders in primary school children and results of a study by Uebergang et al. [17] on sleep problems of children in the first year of primary school showed roles of sleep hygiene, gender, and socioeconomic status in parallel.
It was concluded that there was no significant difference in SHI or AIMS sub-dimension—achievement requirement, social acceptance, fear of failure, or expertise—scores among the age groups of primary school children. This finding was similar to a study by Wallenius et al. [18] on motivations to play digital games among adolescents. After analyzing relationships with parent-child communication, school performance, sleep habits, and perceived health, it was concluded that the sleep quality of adolescents’ age characteristics did not affect their academic achievement. In a study by Tonetti et al. [19] on the effect of sleep timing, sleep quality and sleep duration were found to affect school achievement in adolescents. Results of a study by Owens et al. [10] showed an effect of delaying school start time on adolescents’ sleep, mood, and behavior, compatible with our findings.
There were significant differences in SHI and AIMS sub-dimension—achievement requirement, social acceptance, fear of failure, and expertise—scores of primary school children according to gender characteristics. Haynes et al. [20] have concluded that girls’ sleep habits contribute more positively to their school achievement in their study about the effect of sleep on primary school students’ attention. In a study by Sadeh et al. [21] on sleep, neurobehavioral functioning, and behavioral problems in school-age children, it was found that sleep habits could affect academic achievement according to gender characteristics with a significant difference. Results from Taras and Potts‐ Datema [22] on sleep and student performance at school found that boys had better sleep habits than girls with positive contributions to school achievement, similar to our findings.
There was no significant difference in the effect of class status of primary school children on scores of SHI and AIMS subdimensions of achievement requirement, social acceptance, fear of failure, or expertise. This finding was similar to results of a study by Chan et al. [23]. Similarly, Rey et al. [24] concluded that sleep quality did not affect school achievement according to the grade level they were in. Evers et al. [25] found that sleep quality related to their class status had no effect on their school achievement.
SHI had significant effects on AIMS sub-dimensions of achievement requirement and social acceptance. SHI was found to be significant compared to other scales. This finding was similar to results of Ng et al. [26] in their study about effects of anxiety and sleep on academic engagement in university students. They found that effect of sleep quality on academic achievement was significant. In a study by Hershner [27], it was concluded that there was a relationship between sleep and academic performance. As a result of a study by Christodoulou et al. [28] on the relationship between sleep quality and academic performance of medical students, it was found that as the sleep quality of students increased, their academic achievement also increased. Results of Nelson’s [29] study on effects of stress, sleep hygiene, and exercise on academic engagement in undergraduate students were similar to our findings. In a study by Wolfson et al. [30] about effects of young adolescents’ smart sleep program on sleep hygiene practices, sleep health efficacy, and behavioral well-being, it was concluded that the better the sleep hygiene of adolescents, the higher their school achievement, showing a directly proportional relationship between them.
In conclusion, primary school children’s sleeping habits could affect school motivation, bio-psychosocial health, social relationships, daily activities, and family interactions in all aspects. As a result, it was concluded that perceived sleeping habits could affect school motivation, although such effect differed according to variables (age, gender, and class status). It is recommended to conduct training and practices for primary school students to increase their sleep hygiene and school motivation. In future studies, it will be helpful to study with samples representing effects of primary school children’s sleeping habits on school motivation teaching levels to generalize results.
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