Health behaviors and Academics 1
Health Behaviors and Academics in College Seniors
The purpose of this study was to investigate the relationship between lifestyle behaviors and
academic performance in college seniors. The study was guided by the Transactional Model of Stress
and Coping. The replication pilot study used a correlational design and a convenience sample (N=98)
from a Midwest state university. The following lifestyle behaviors were measured: exercise, sleep, social
support, spirituality, diet, time management, and mood states. Academic performance was measured
with GPA. Approximately 70% of the sample was female, and 92% was White. Age ranged from 20 to
58 years (M=25.85, SD=8.14). Average GPA was 3.49 (SD=.40). Number of hours worked weekly and
weekend awake-up times were negatively related with GPA. Time engaged in spiritual activity and
support from professors were positively related with GPA. Gender, age, diet, mood states, time
management, and support from family and friends were not related with GPA. This study is important
for students because it will help students realize what lifestyle choices may affect their GPA and success
in academic performance.
Health behaviors and Academics 2
Running head: HEALTH BEHAVIORS AND ACADEMICS
Health Behaviors and Academics in College Seniors
Brittany Seifer and Kayla Puntel
College of Nursing
Honors Research Project
Submitted to: The Honors College
Approved:
_____________________________ Date ______
Honors Project Sponsor
_____________________________ Date ______
Reader
_____________________________ Date ______
Reader
Accepted:
_____________________________ Date ______
Department Head
_____________________________ Date ______
Honors Faculty Advisor
_____________________________ Date ______
Dean, Honors College
Note that all signatures are required (except that of one of the Honors Deans) when you turn in
your final project.
Health behaviors and Academics 3
A healthy life style is an adaptation to one’s social environment and includes behaviors
such as exercising, getting adequate amounts of sleep, maintaining a healthy diet, managing
time, and having a social support system (Trockel, Barnes, & Egget, 2000). Mental health,
management of stress and spiritual health are factors that influence a healthy life style. Before
college, most students were under the care of their parents, who had a large impact on their
behavioral choices. However, when students move away to college, they are faced with the
opportunity to decide, for example, when and what to eat, and when and how much to sleep.
Entering a new environment, along with an increase in time spent on academics, can lead to
increased stress for college students. As a result, college students may then alter lifestyle and
behaviors related to how to cope with the increased stress. Poor lifestyles and health threatening
behaviors that students perform during their college years have been shown to lower GPAs
(Trockel et al., 2000) and to have detrimental effects on the health in the future (DeVoe,
Kennedy, Ransdell, Pirson, DeYoung, & Casey, 1998). The lifestyle behaviors acquired by
students during college are often lifestyle behaviors they will continue to perform throughout
their lives.
Previous studies have examined exercise, sleep habits, nutrition, mental health and stress
management, time management, social support and spiritual health in college students (Trockel
et al., 2000; Buboltz, Brown, & Soper, 2001; George, Dixon, Stansal, Gelb, & Pheri, 2008;
Pilcher, Ginter, & Sadowsky, 1996; Schubmehl, Cubbellotti, & Ornum, 2009). They have also
studied the performance of risk behaviors in college students (Steptoe, Wardle, Pollard, Canaan,
& Davies, 1996). However, the previous studies have focused on first-year college students
(Trockel et al., 2000; Hicks & Heastie, 2008), as well as students living on campus (Hicks &
Heastie, 2008). Therefore, the purpose of this study is to investigate the relationship between
Health behaviors and Academics 4
health related behaviors and GPA in senior level college students at a Midwest public university.
The research question is as follows: What is the relationship between the performance of health
related behaviors and GPA in senior level college students?
Review of the Literature
Researchers have investigated the effects of health-related behaviors on grade point
average (GPA) in college students. They have studied the effects of both positive health-related
behaviors and negative health-related behaviors on GPA in college students. Some have
investigated the relationship between sleep and performance in college students. Poor sleep
quality has been shown to have negative outcomes in students such as depression and irritability
(Buboltz et al., 2001). Poor sleep quality was also correlated with increased feelings of anxiety,
anger, fatigue, and confusion (Pilcher et al., 1996). Trockel and colleagues (2000) used a tool
called, Items on a Survey of Health Related Variables among College Students, to study health
related variables effects on GPA in first year college students. They found that each hour of
delayed wake-up time on weekdays predicted a decrease in GPA by 0.132 on a scale of 0.00 to
4.00. Despite investigations in first-year college students, the relationship between sleep habits
and GPA has not yet been studied in students at other levels.
Researchers have investigated the relationship between other health-promoting behaviors
and GPA. Studies about spirituality in college students show mixed findings. Schubmehl,
Cubbellotti, & Ornum (2009) studied the relationship between spirituality and GPA and found no
significant relationship between spirituality and GPA. However, other researchers have found
that studying spiritual material (Trockel et al., 2000) and more time spent in devotions (George
et al., 2008) were positively associated with GPA.
Health behaviors and Academics 5
Researchers have studied the relationship between exercise, diet and positive outcomes in
college students and reported mixed findings. Trockel and colleagues (2000) studied first year
college students and found no relationship between exercise and GPA. Others found no
relationship between physical activities and perceive stress in college students (Nguyen-Michel,
Unger, Hamilton, & Spruijt-Metz, 2006). Steptoe, Wardle, Pollard, Canaan, & Davies (1996)
found that during examination and increased stress times, physical activity decreases. George
and colleagues (2008) found that both exercise and healthy diets were significantly correlated
with GPA across all class levels at a college university. Specifically, eating breakfast has been
found to be positively related to academic performance (Trockel et al., 2000).
Researchers have also studied time-management, mental health, stress management, and
social support in first-year college students. Using a planner to organize time was positively
related with students’ GPA (Trockel et al., 2000). Working 20 or more hours per week was
negative related with academic performance (Miler, Danner, & Staten, 2008).
While many studies have examined the relationship between one health-related behavior
and GPA, few examined relationships between multiple behaviors and college students’ GPA.
Previous studies examining students’ GPA have not studied college seniors specifically. Also,
previous studies that examine health related behaviors have been limited to first year college
students (Trockel et al., 2000; Hicks & Heastie, 2008) as well as students living on campus
(Hicks & Heastie, 2008). The study of college seniors is important because this population has
the increased stress of higher-level classes and graduation approaching.
Health behaviors and Academics 6
Theoretical Framework
This study was guided by the Transactional Model of Stress and coping, created by
Richard Lazarus and Susan Folkman. The theory explains how individuals cope with stress.
Stressors are demands made by the external or internal environment that upset balance (Lazarus,
1966). Coping is the process of managing these demands, which may exhaust or surmount an
individual’s resources (Folkman, 1982). Depending on how individuals cope, stressors can alter
their physical and psychological well-being. The Transactional Model proposes that the impact
stress has on individuals is based on how they interpret the stress, as well as the resources
available to the individual to aid in coping with the stressor (Lazarus, 1966). This framework is
relevant to our study because stress is common in college students. Students’ interpretation and
actions related to stressors may lead to increased stress levels, which may negatively impact
GPA, or may lead to health promoting behaviors, which may positively impact GPA. Based on
this framework, it was anticipated that increased health promoting behaviors would be related to
increased GPA.
Methods
Design
This replication pilot study used a descriptive, correlational design. It was correlational
because the researchers “studied an interrelationship or association between two variables” (Polit
and Beck, 2006, p.551). This study was a replication study because it was “deliberate replication
of research procedures in a second investigation” (Polit and Beck, 2006, p. 566). It was a pilot
study because it is “a small scale version, or trial run, done in preparation for a major study”
(Polit and Beck, 2006, p. 563).
Health behaviors and Academics 7
Sample and Site
A convenience sample was comprised of college seniors at a Midwest public university.
Inclusion criteria was: 18 years of age or older, full time student status, which means they are
taking twelve credits or more during a semester’s time and graduating in December of 2010 or
May 2011. No participants were excluded based on their gender, ethnicity, or age as long as they
were at least 18 years old.
Procedures
The study was approved by the University IRB in November 2010. Once the proposal
was approved by the IRB, emails about the study were sent to all graduating seniors in December
2010 and January 2011. Using the university email system, the email message was sent out by
the project sponsor and included the consent form and the survey. Based on the response rate,
three waves of email messages were sent. Completed and returned surveys implied informed
consent and were sent to researchers through university email. Completed surveys, which
contained no identifying information, were downloaded and saved. Emails, which contained
email addresses, were deleted. See Appendix A for a copy of the survey. See Appendix B for
the consent form.
Measures
Stress, exercise, sleep, social support, diet, time management, mental health and
spirituality were measured with a tool previously used in another study. This tool is called Items
on a Survey of Health Related Variables among College Students (Trockel, Barnes, & Egget,
2000). The survey included 25 items measuring exercise and sleep, extent of social support,
dietary and nutritional habits, time-management, mood, spirituality and stress. For example,
participants were asked to respond to questions like "how many days per week do you engage in
Health behaviors and Academics 8
study of spirituality?” and “how many days a week do you engage in moderate amount of
physical activity?" They responded by choosing options A to E (A = 6 -7 days a week to E =
never). Subjects were also asked "how often are you really happy?” and “how often do you feel
the support you get from friends meets your needs?" They responded by choosing options A to
E (A = always and E = being never). Demographic data included gender, age, major, date of
graduation, marital status, and the student’s current GPA.
Data Analysis Plan
Descriptive statistics were used to describe the sample and the percentage, means, and
standard deviation of the variables. Pearson correlation coefficients were used to determine
bivariant relationships if data were interval or ratio levels of measure. Spearson rho was used to
determine bivariant relationships if data were ordinal levels of measure. A p-value less than 0.05
was set to determine statistical significance.
Results
Sample
A convenience sample was comprised of college seniors (N=98) at a Midwest state
university. Approximately 69% of the sample was female and 31% was male. Age ranged from
20 to 58 years with a mean of 25.85 years (SD = 8.14). The majority was Caucasian (90%),
never married (61%) and had the anticipated graduation date of May 2011 (88%). Participants
worked between 0 to 70 hours per week with a mean=23.82 (SD=14.46). The average number of
hours slept on a weekend night ranged between 5 and 11 with a mean of 8.36 (SD=1.18). The
number of hours slept on the weekdays was between 4 and 12 hours with a mean of 7.66
(SD=1.35). The participants rising times on the weekdays ranged between 3AM and 12 noon
with a mean of 7:22AM (SD=1.33) and between 6AM and 12 noon with a mean of 9:30AM
Health behaviors and Academics 9
(SD=1.44) on the weekends. Bedtimes for weekdays ranged between 8PM and 4AM with a mean
of 11.56PM (SD=1.25) and between 10PM and 4AM with a mean of 12:53AM on the weekends
(SD=1.55). GPA ranged from 2.30 to 4.00 with a mean of 3.49 (SD=.40). An independent t-test
was used to determine differences in GPA means related to gender. No significant gender
difference on GPA was found (t(96)=1.05, p=.30). Pearson correlations were used to determine
the relationship between GPA and age, and no relationship was found (r(96)=-.18, p=.08). See
Appendix C for detailed demographic data.
What is the relationship between health behaviors and GPA?
Pearson correlations were used to determine the relationships among GPA and number of
hours worked weekly, number of hours slept during the weekday and the weekend, bed and
rising times during the weekday and weekend, and length of workout time. GPA was negatively
related with number of hours worked weekly (r(96)=-.23, p=.02), weekend rising time (r(95)=.23, p=.02), weekend bedtime (r(95)=-.32, p=.002), and time spent strength training (r(93)=-.33,
p=.001). Therefore, the more hours worked weekly, the later to bed and rising on the weekends,
and the more time spent strength training, the lower the GPA. The weekend bed and rising times
were related to GPA, whereas the number of hours slept during the weekend (mean=8.36,
SD=1.18) and the week (mean=7.66, SD=1.35) was not.
Spearman’s rho was used to determine the relationship among GPA, frequency of
engagement in study of spiritually oriented material, frequency of engagement in prayer or
meditation, and satisfaction with spiritual health. GPA was positively related with frequently of
engagement in study of spiritually oriented material (r(96)=.21, p=.03) and frequency of
engagement in prayer or meditation (r(96)=.23, p = .02). Spearman’s rho was used to determine
Health behaviors and Academics 10
the relationship between GPA and the frequencies of dietary health behaviors, no relationships
were found. The same was the case when Spearman’s rho was used to determine the relationship
between GPA and frequency of feeling happy, anxious/worried, sad/depressed, and
angry/irritated. Finally, Spearman’s rho was used to determine the relationship between GPA
and frequency of support from friends, family and professors, and use of a planner. Only support
from professors was weakly and positively related with GPA (r(96)=.24, p=.02). Therefore, the
more frequently involved in spiritually oriented study and prayer or meditation and the more
frequently felt supported by professors, the higher the GPA. See Appendix D for Correlation
Matrix.
Discussion
This study investigated the relationship between health related behaviors and GPA in
senior level college students at a Midwest public university. Weekend bedtime and rising times,
number of hours worked weekly, frequency of times studying spiritually oriented materials and
praying or meditating, time spent strength training, and support from professors were related to
GPA. Weekday bedtime and rising times, mood, support from family and friends, dietary and
nutritional behaviors, exercise, and use of a planner were not related to GPA.
The findings suggest that the later to bed and the later rising times on the weekends, the
lower the GPA. These findings are consistent with those of Trockel et al. (2000) who studied the
relationship between health habits and GPA in first year college students. Those researchers also
found a negative correlation between weekday bedtime and rise times and GPA which was
inconsistent with the findings of this study. Similarly, George et al. (2008) found that earlier
wake up times were correlated with an increased GPA. Another key finding in our study was that
the more hours worked weekly, the lower the GPA. Miller et al. (2008) found that lower
Health behaviors and Academics 11
academic performance was significantly associated with working 20 or more hours per week.
Also, Trockel et al. (2000) found that increased work hours correlated with a decrease in
academic performance. Again, these results may be due to the fact that the more time spent
working at a job allows for less time working on school related materials. This could also be
related to the idea that students who must work during their college years have the additional
stress of managing money and paying bills to worry about and may lead to decreased academic
performance.
Findings also showed that the more frequently the study of spiritually oriented material,
the higher the GPA in senior college students. This finding is consistent with those from Trockel
et al. (2000) who found a positive relationship between frequency of study of spiritually related
material and GPA in first year college students. Additionally, findings showed that increases in
the amount of prayer and meditation were related to increases in GPA. The finding is
inconsistent with previous studies. Trockel and Barnes looked at students’ engagement in prayer
and meditation, but found no correlation between engagement in prayer and meditation and GPA
in first year students. George et al. (2008) also found that more time spent in devotional was
positively correlated with increased GPA. Schubmehl et al. (2009) studied the relationship
between spirituality and campus ministry involvement on academic performance and found that
neither spirituality nor campus ministry involvement was significantly correlated with students’
GPA. The difference in these results may be attributed to what students define as spirituality.
Also, the inconsistence in findings may be related to the various types of religion that students
may be studying.
The final positive correlation was found between GPA and support from professors. That
is, the more frequently students felt supported by professors, the higher the GPA. This finding
Health behaviors and Academics 12
may be related to the idea that students who are receiving increased support from professors are
students who are seeking out their professors and more invested in learning. These students may
be more proactive than other students, which may lead them to higher academic success. Steptoe
et al. (1996) studied social support but not in relation to GPA. Trockel et al. (2000) studied social
support and GPA in first year students; they found no correlation between social support,
including that from professors, and GPA. This finding with first year students may be due to the
fact that first year students are less confident in seeking support from professors. Generally, first
year classes are larger and the intimidation from the large class and new environment may
prevent freshman from approaching their professors. First year students also may not be familiar
with what is acceptable when approaching professors and how the professors should be
addressed. When students reach their senior level courses, the professors become well-known
and the classes are focused more towards students’ majors, therefore, seniors may feel more
comfortable and confident seeking support from their professors.
Amount of time strength training was negatively correlated with senior students’ GPA,
which is inconsistent with the findings of Trockel et al. (2000) who found that the amount of
time strength training was positively correlated to GPA in first year college students. First year
college students work load may not be as difficult as that of senior level students. Therefore, they
may be able to take more time off of working on academics to strength train without their GPA
suffering. However, senior level students are taking more difficult classes and may need to spend
additional time studying for these courses. Also, senior level students have to spend time
preparing for and searching for jobs which also takes time away from their studies. Therefore,
adding strength training would decrease the amount of time spent on academics even further.
Health behaviors and Academics 13
Nguyen-Michel et al. (2006) found no relationship between physical activity and perceived
stress, but did not however study strength training.
The findings of this study partially support the theoretical framework, the Transactional
Model of Stress and Coping, created by Richard Lazarus and Susan Folkman. The framework
proposes that depending on how individuals cope, stressors can alter their physical and
psychological well-being. Based on this framework the researchers anticipated that coping would
be reflected in health promoting behaviors practiced by students and that these health promoting
behaviors would then lead to increased GPA. This theory was supported by students who may
have used engaging in prayer or meditation and studying spiritually oriented material as health
related behaviors to help them cope due to the fact that this was positively correlated with GPA.
However, an increase in the health promoting behavior of strength training did not yield an
increase in GPA; therefore, this finding was inconsistent with the theoretical framework.
Conclusion
In summary, support from professors and frequency of engagement in the study of
spiritually oriented material and in prayer or meditation were positively related to GPA. Time
spent weight training, bedtime on the weekend, rising time on the weekend, and hours worked
weekly were negatively related to GPA. GPA was not related with week bedtime and rising
times, mood, support from family and friends, dietary and nutritional behaviors, exercise, and
use of a planner.
Limitations
The data were collected from a convenience sample, e.g., senior students who
volunteered to participate in this study. Since these students may be different from those who
Health behaviors and Academics 14
did not volunteer, the findings apply to only the sample and cannot be generalized. Data were all
self-reported by the students who participated in the survey; therefore, it is also possible that
reported GPA may not be an accurate measurement of accurate GPA. Also the study aimed to
investigate the relationship between academic success and health related variables, however
GPA may not fully capture full academic success. For example, students may describe academic
success in different ways. Factors other than health related variables may also be related to
GPA, such as study habits, test taking abilities, intelligence, were not taken into account in this
study.
Implications
The findings may be used by college students and others to improve overall GPA. Health
care personnel, who work among college students, as well as counselors and administrators, may
use the results from this study to relay findings to the students. For example, students who may
be strength training excessively could benefit from the finding that increased strength training
was correlated with a decreased in GPA. Students could be made aware that excessive work
hours during the week may lead to a decrease GPA so they may want to cut back hours if
possible. Students may also want to be more aware of the relationship between weekend sleep
schedules and GPA. Finally, students and/or professors may be more likely to reach out towards
one another if more aware of the relationship between professor support and GPA.
Recommendations for Future Research
Recommendations for future studies include investigating more factors, e.g., time spent
studying, test taking abilities, related to GPA in college students. They could also compare
factors across first, second, third and fourth year levels. Researchers could also explore how
students identify and view academic success, and/or expand measures of success in future
Health behaviors and Academics 15
studies, rather than limiting success to GPA. Future researchers may also identify predictors of
GPA, rather than limiting analysis to correlations. Also to further examine the relationship
between spirituality and GPA, researchers could ask more specific questions about the type of
spirituality being studied. Longitudinal research is also recommended to determine if the results
of this study represent a causal relationship.
Health behaviors and Academics 16
References
Buboltz, W.C., Brown, F., Soper, B. (2001). Sleep habits and patterns of college students: A
preliminary study. Journal of American College Health, (50)3, 131-135.
DeVoe, D., Kennedy, C., Ransdell, L., Pirson, B., DeYoung, W., & Casey, K. (1998). Impact of
health, fitness, and physical activity courses on the attitudes and behaviors of college
students. Journal of Gender, Culture, and Health, (3)4, 243-255.
Folkman, S. (1982). An approach to the measurement of coping. Journal of Occupational
Behavior (3), 95-107.
George, D., Dixon, S., Stansal, E., Gelb, S.L., Pheri, T. (2008). Time diary and questionnaire
assessment of factors associated with academic and personal success among university
undergraduates. Journal of American College Health, 56(6), 706-715.
Hicks, T. & Heastie, S. (2008). High school to college transition: A profile of the stressors,
physical and psychological health issues that affect the first-year on-campus college
student. Journal of Cultural Diversity, (15)3, 143-147.
Lazarus, R.S. (1966). Psychological Stress and the Coping Process, McGraw-Hill, New York.
Miller, K., Danner, F., Staten, R. (2008). Relationship of work hours with selected health
behaviors and academic progress among a college student cohort. Journal of American
College Health, 56(6), 675-679.
Nguyen-Michel, S.T., Unger, J.B., Hamilton, J., & Spruijt-Metz, D. (2006). Associations
between physical activity and perceived stress/hassles in college students. Stress and
Health, 22, 179-188.
Pilcher, J.J., Ginter, D.R., & Sadowsky, B. (1997). Sleep quality versus sleep quantity:
Relationships between sleep and measures of health, well-being and sleepiness in college
students. Journal of Psychosomatic Research, (42)6, 583-596.
Polit, D.F. & Beck, C.T. (2010). Essentials of nursing research: Appraising evidence for nursing
practice. Philadelphia, PA. Lippincott Williams & Wilkins.
Schubmehl, J., Cubbellotti, S., &Van Ornum, W. (2009). The effect of spirituality and campus
ministry on academic accomplishment in college students. Adolescence, 44(174), 499502.
Health behaviors and Academics 17
Steptoe, A., Wardle, J., Pollard, T.M., Canaan, L., & Davies, G.J. (1996). Stress, social support,
and health-related behavior: A study of smoking, alcohol consumption and physical
exercise. Journal of Psychosomatic Research, (41)2, 171-180.
Trockel, M. T., Barnes, M. D., & Egget, D. L. (2000). Health-related variables and academic
performance among first-year college students: Implications for sleep and other
behaviors. Journal of American College Health. 49, 125-131.
Health behaviors and Academics 18
Appendix A
Tool
Health Behaviors in College Senior Students Survey
*Completion and submission of this survey represents your consent to serve as a subject in
this research.*
Please type your responses next to the following questions.
1. How many hours per week do you work, either paid, church service, or other volunteer,
in addition to your academic responsibilities?
Average number of hours worked per week: __________
2. On average, at what time do you go to bed for the night? (Round to the nearest hour)
Weekdays ________
Weekends_________
3. On average, at what time do you get up in the morning?
Weekdays_________
Weekends_________
How often do you do the following? Bold the response that best describes you.
4. Engage in study of spirituality oriented material?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
5. Engage in prayer or meditation?
Never
6 or 7 days
per week
6. Engage in at least a moderate amount of physical activity? (Moderate amount= 30
minutes of moderately intense activities, such as brisk walking, or 15-20 minutes of more
intense activities, such as jogging or playing basketball)
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
Health behaviors and Academics 19
7. Engage in weight lifting or some form of strength training?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
7b. If you engage in weight lifting or some form of strength training, how many average
minutes do you lift or train?
Average number of minutes ________
8. Take a daily vitamin and mineral supplement?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
9. Eat Breakfast?
Never
6 or 7 days
per week
10. Eat at least 2 servings of fruit? (See food guide pyramid for definitions of serving sizes.)
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
11. Eat at least 3 servings of vegetables?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
12. Eat at least 2 servings of meat, poultry, fish, dry beans, eggs, or nuts?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
13. Eat at least 6 servings of bread, cereal, rice, or pasta?
Never
Once per week
2 or 3 days
4 or 5 days
or less
per week
per week
6 or 7 days
per week
14. Consume at least 2 servings of milk, yogurt, or cheese?
Never
Once per week
2 or 3 days
4 or 5 days
6 or 7 days
Health behaviors and Academics 20
or less
per week
per week
per week
How often do you feel the following? Bold the response that best describes you.
15. How often are you happy?
Always
Usually
Often
Sometimes
Rarely
Never
Sometimes
Rarely
Never
Sometimes
Rarely
Never
Sometimes
Rarely
Never
Sometimes
Rarely
Never
16. How often do you feel anxious or worried?
Always
Usually
Often
17. How often do you feel overwhelmed by time pressure?
Always
Usually
Often
18. How often do you feel sad or depressed?
Always
Usually
Often
19. How often do you feel angry or irritated?
Always
Usually
Often
20. How often do you feel the support you get from friends meets your needs?
Always
Usually
Often
Sometimes
Rarely
Never
21. How often do you feel the support you get from family members meets your needs?
Always
Usually
Often
Sometimes
Rarely
Never
22. How often do you feel the support you get from professors or teaching assistants meets
your needs?
Always
Usually
Often
Sometimes
Rarely
Never
23. How often do you use a planner or action list to manage time and meet responsibilities?
Always
Usually
Often
Sometimes
Rarely
Never
Rarely
Never
24. How often do you feel satisfied with you spiritual health?
Always
Usually
Often
Sometimes
25. Do you consistently engage in at least a moderate amount of physical activity on all, or
most, day of the week? (Bold the response that best describes you).
A. No, and I do not intend to in the next 6 months
B. No, but I intend to in the next 6 months
Health behaviors and Academics 21
C. No, but I intend to in the next 30 days
D. Yes, I have been for less than 6 months
E. Yes, I have been for more than 6 months
Directions: Now, please tell us some things about yourself.
Bold your response or write in the requested information.
26. What is your gender?
o Female
o Male
27. What was your age at your last birthday?
Years of age _______
28. What racial/ethnic category do you identify with?
o White
o African American
o Asian
o Hispanic/Latino
o Other _________ (Please specify)
29. What is your marital status?
o Never married
o Married
o Separated
o Divorced
o Widowed
o Living together
o Other _______ (Please specify)
30. What is your current GPA to two decimal points? (examples: 2.45, 3.25, 1.98)
Current GPA to two decimal points __________
31. When are you graduating? (Bold the correct response)
December 2010
May 2011
Health behaviors and Academics 22
32. What college/department do you belong to? (Bold your response)
o Buchtel College of Arts and Sciences
o College of Business Administration
o College of Education
o College of Engineering
o College of Health Sciences and Human Services
o College of Nursing
o College of Polymer Science and Polymer Engineering
o Honors College
o Summit College
o University College
o Wayne College
o Other (write in college/department): _______________________________________
Thank you for your time. Your participation in this study makes it possible!
Health behaviors and Academics 23
Appendix B
Consent Form
Health Behaviors and Academics in College Seniors
A Nursing Senior Honors Project by Kayla Puntel and Brittany Seifer
Project Sponsor: Christine Heifner Graor, PhD
You have been selected to represent University of Akron senior level students in this
research study. The study is about the relationship between senior level college students’
GPA and their health behaviors such as sleep, exercise, stress management, social support,
time management, diet, mental health and spiritual health. The 5 to 10 minute attached
survey is to be completed only by senior college students who are graduating in December 2010
or May 2011. In order to decide whether or not you should agree to be part of this study, you
should understand enough of its risks and benefits to make an informed judgment. There are no
known risks if you decide to participate in the research study. There are no costs to you for
participating in the study. The information you provide will be used to examine relationship
between health behaviors and GPA among college seniors. The information will also be used to
compare differences across colleges and departments. The information collected may not benefit
you directly, but the information learned in this study may provide benefits for future students.
This survey is anonymous. Do not type your name on this survey. Anonymity cannot be
guaranteed over the internet but there will be no collection of your name, email or IP address.
No one will be able to identify you or your answers, and no one will know whether or not you
participate in this study. You have been selected to participate in this study; however, your
participation is voluntary. By completing and submitting the attached survey, you are voluntarily
agreeing to participate. You are free to decline to answer any particular question you do not wish
to answer for any reason. This study has been approved by the University of Akron Institutional
Review Board. If you have any questions about this study, please contact Kayla Puntel at
[email protected], Brittany Seifer at [email protected] or Dr. Graor at
[email protected]. You may also contact Sharon McWhorter, UA Office of Research Services
and Sponsored Programs at [email protected]
By completing the attached survey and attaching it to an email to Kayla Puntel at
[email protected] or to Brittany Seifer at [email protected], you are giving your
consent to participate in this study.
Thank you for your time. Your participation in this 5-10 minute study makes it possible!
Health behaviors and Academics 24
Appendix C
Descriptive Data for Sample and Variables
Percentages (n)
Mean (SD)
Gender
Female
69.4 (68)
Male
30.6(30)
Age
25.85(8.14)
Ethnicity
White
African American
Hispanic/Latino
89.8(88)
5.1(5)
0
Asian
2(2)
Other
1(1)
Marital Status
Never married
61.2(60)
Married
15.3(15)
Divorced
6.1(6)
Widowed
0
Living together
Other
11.2(11)
4.1(4)
Graduation Date
December 2010
12.2(12)
May 2011
87.8(86)
Health behaviors and Academics 25
Department
College of Arts and Sciences
17.3(17)
College of Business Administration
10.2(10)
15.3(15)
College of Education
College of Engineering
College of Health Sciences and Human
Services
College of Nursing
College of Polymer Science and
Polymer Engineering
10.2(10)
9.2(9)
13.3(13)
3.1(3)
Honors College
2(2)
Summit College
8.2(8)
University College
Wayne College
1(1)
10.2(10)
Health behaviors and Academics 26
Appendix D
Correlation Coefficient Matrix
GPA
Support from professors
Correlation Coefficient
.24*
Engage in prayer or meditation
Correlation Coefficient
.23*
Engage in study of spiritually oriented
material
Correlation Coefficient
.21*
Number of hours worked weekly
Correlation Coefficient
-.23*
Bed time on weekends
Correlation Coefficient
-.32**
Rising time on weekend
Correlation Coefficient
-.23*
Time strength training
Correlation Coefficient
P-value <0.05*, <0.01**, <0.001***
-.33***