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https://doi.org/10.1007/s11031-018-9699-x
ORIGINAL PAPER
Abstract
During exam periods university students are at risk for poor sleep. To understand variability in this vulnerability for poor
sleep, the role of the satisfaction of the basic psychological needs for autonomy, competence, and relatedness was examined
by assessing university students (N = 121; 78% female; Mage = 21.69, SD = 1.39, range 19–25) before, during, and after an
exam period. Need-based and sleep-related functioning deteriorated during the exam period and then improved after the
exam period. As need satisfaction decreased (i.e., from pre-exam to exam period) sleep quality, sleep quantity and daytime
functioning deteriorated, while subsequent increases in need satisfaction (i.e., from exam to the post-exam period) were
accompanied by improvements in sleep quality and daytime functioning. These correlated changes in need-based experi-
ences and the sleep-related outcomes were largely accounted for by changes in stress, suggesting that stress may play an
explanatory role in these associations.
Keywords Self-determination theory · Basic psychological needs · Sleep · University students · Stress
1
Department of Developmental, Social, and Personality
Psychology, Faculty of Psychology, Ghent University, Henri
Dunantlaan 2, 9000 Ghent, Belgium
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Motivation and Emotion
Self‑determination theory: basic has been shown to relate to shorter daily sleep duration
psychological needs (Galambos et al. 2009). A few studies also indicate that
socializing with friends and social support, both of which
SDT is a macro-theory of human motivation that states presumably engender relatedness satisfaction, relate to
that all human beings possess the inherent psychologi- within-person fluctuations in sleep. For example, social-
cal needs for autonomy, competence, and relatedness, that izing with friends has been shown to relate to higher daily
when satisfied promote adaptive functioning (e.g. growth and monthly quality of sleep (Galambos et al. 2009, 2010),
and well-being) and when frustrated yield negative effects whereas social support related to higher yearly quantity
(e.g., ill-being). Autonomy involves experiencing a sense of sleep (Galambos et al. 2013). Diary studies have also
of volition and self-endorsement in one’s behavior. Com- shown a link between daily need satisfaction and more
petence involves feeling capable of achieving desired out- daily positive affect and less negative affect (e.g., Ryan
comes. Relatedness involves feeling close and connected et al. 2010), both of which have previously been linked to
with important others. When these needs are satisfied, within-person fluctuations in university students’ quality
people experience the freedom to be themselves (auton- and quantity of sleep (Galambos et al. 2009, 2010). How-
omy satisfaction), feel capable of dealing with daily tasks ever, no studies have used direct and SDT-based meas-
and challenges (competence satisfaction), and experience ures of the psychological needs to examine within-person
warmth and trust in their relationships (relatedness satis- associations between need satisfaction and sleep among
faction) (Deci and Ryan 2000). university students.
In accordance with the claim that these needs repre-
sent critical nutrients for wellness, their satisfaction has
been shown to relate to higher vitality, self-esteem and The role of stress
life satisfaction (Deci and Ryan 2000). Such findings
emerged among individuals from diverse cultural back- Acknowledging that the association between need satisfac-
grounds and even among those who reported a low desire tion and sleep is likely bidirectional, the question arises
for or valuation of the satisfaction of these needs (Chen why need-based experiences might relate to individuals’
et al. 2015). Furthermore, these psychological needs are quality and quantity of sleep? In other words: how can one
not only relevant to psychological well-being but are also part of the presumed bidirectional process be explained?
important for physical outcomes such as sleep (Deci and Researchers have theorized that stressful events evoke pow-
Ryan 2000). For example, one cross-sectional study indi- erful feelings of threat and arousal which likely obstruct
cated that adults who experienced higher psychological restful sleep at night (Dahl and Lewin 2002). Accordingly,
need satisfaction over the past month, also reported bet- various studies indicate that perceived stress is detrimental
ter sleep quality, more adaptive daytime functioning as to sleep among university students. For example, a cross-
indexed by higher feelings of vitality and lower fatigue, sectional study in a large sample of university students found
and somewhat longer sleep duration (Campbell et al. perceived stress to be associated with poorer sleep quality
2015). Similar findings have been demonstrated among (Lund et al. 2010). Furthermore, a study of first year uni-
people living with HIV (Campbell et al. in press-a) and versity students involving seven assessments throughout
individuals with unexplained chronic fatigue (Campbell the year found sleep quality and sleep quantity to be lower
et al. 2017). Moreover, need-based experiences have also in months when stress was higher (Galambos et al. 2010).
been shown to co-vary with subjective sleep quality and Similarly, another longitudinal study found sleep and stress
daytime functioning from day to day among both healthy to co-vary across years with students reporting longer sleep
(Campbell et al. 2018) and clinical samples (Campbell duration and fewer sleep disturbances during less stressful
et al. in press-b). Most likely, these associations reflect years (Galambos et al. 2013). Further, increases in perceived
reciprocal effects, with need satisfaction not only affect- stress during potentially stressful periods, such as exam peri-
ing sleep but with sleep also impacting on individuals’ ods, have been shown to be predictive of diminished sleep
psychological need-based experiences. quality (Zunhammer et al. 2014).
Importantly, previous research also provides some Exam periods not only involve increased stress and more
indirect evidence for the existence of such within-person sleep difficulties (e.g., Zunhammer et al. 2014), but are
associations between psychological need satisfaction and also likely to result in reduced need satisfaction. Exams are
sleep among university students. For instance, expecting a time when students are likely to feel restricted in their
to take a test the next day, which may lead to pressured freedom, have doubts about their capabilities to master the
studying and performance anxiety, thereby giving rise study material and achieve desired grades, and have more
to experiences of autonomy and competence frustration, limited social interactions due to high academic pressure
and demands. Thus, lower need satisfaction during exam
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Motivation and Emotion
periods may co-vary with symptoms of stress such as ten- from the pre- to the exam period and to decrease from the
sion, over-arousal or inability to relax, which in turn would exam to the post-exam period, while the reverse pattern was
likely impair daytime functioning and impede restful sleep expected for positive outcomes (i.e., need satisfaction and
at night. sleep quantity; Hypothesis 1). Second, apart from inspect-
In line with this reasoning a number of previous studies ing these mean-level changes we also examined the covari-
have provided direct evidence for the association between ation between changes in need satisfaction and changes in
need-based experiences and indicators of stress (see Wein- the sleep and daytime outcomes across time, thereby exam-
stein and Ryan 2011 for an overview). For example, in a ining whether they increased and decreased in tandem. We
study of dancers higher psychological need satisfaction was expected decreases in need satisfaction to go along with
associated with lower stress response during performance increases in negative outcomes and decreases in positive
conditions (Quested et al. 2011). In addition, an experimen- outcomes (Hypothesis 2). Finally, we considered the inter-
tal study showed that participants who engaged in daily need vening role of stress in the relation between need satisfaction
satisfying activities reported reduced stress following the and the outcomes. That is, we tested an integrated model that
1 week intervention period (Weinstein et al. 2016). Further- posits within-person changes in stress as an intervening vari-
more, previous research has also provided some evidence able in the relation between changes in need satisfaction and
for the intervening role of stress in the relation between changes in the sleep and daytime outcomes (Hypothesis 3).
need-based experiences and sleep. For example, a diary
study found that fluctuations in participants’ experiences of
need frustration from day to day co-varied with symptoms Method
of stress, which in turn related to fluctuations in both qual-
ity and quantity of sleep and subjective energy (Campbell Participants and procedure
et al. 2018). In addition, a prospective cross-sectional study
among individuals with unexplained chronic fatigue found All participants were recruited at the host University through
that individuals’ who experienced more need frustration dur- an electronic learning platform for students. Upon recruit-
ing the past week, also reported higher symptoms of stress. ment all participants were informed that they would be
Higher symptoms of stress, in turn, were associated with required to complete an online questionnaire at three dif-
experiencing more negative sleep-related thoughts, which ferent time points; once in the month of May, once in the
in turn, related to poorer sleep quality- and quantity during month of June during an examination period and once in
a stay at sleep laboratory (Campbell et al. 2017). the month of July. The link to the questionnaire was sent at
the beginning of each month and participants were asked to
complete the questionnaire on a Sunday or at the very latest
The present research a Monday morning with respect to the preceding week. In
contrast to the first and third assessments, during the second
In the present short-term longitudinal study we assessed assessment participants were given specific instructions to
university students’ need satisfaction and their quality and complete the questionnaire at the end of the week in which
quantity of sleep before, during and after an exam period. they had the highest number of exams. The average num-
To be consistent with the Pittsburgh Sleep Quality Index ber of exams during the exam period was 5.84; SD = 2.39;
(PSQI; Buysse et al. 1989), one of the most commonly used range 2–13. The average number of days between assess-
measures to assess sleep, we also included various indica- ments was 24.34; SD = 6.92 between the 1st and 2nd and
tors of daytime dysfunction (i.e., the General Vitality Scale, 38.01; SD = 7.31 between the 2nd and 3rd. Text messages
Ryan and Frederick 1997, and the lassitude subscale of the were sent throughout the duration of the study to remind
Inventory of Depression and Anxiety Symptoms (IDAS; the participants to fill in the questionnaire if they had not
Watson et al. 2007)), which tapped into feelings of energy previously done so. All participants were assigned a unique
and exhaustion. Although such measures do not directly code to ensure confidentiality and that the data from each
assess sleep, we deemed their inclusion important given participant could be matched across the three waves. The
their obvious relation with sleep. first page of the online questionnaire stipulated the voluntary
First, we examined how psychological need experiences, and confidential nature of the study. All participants were
sleep and daytime functioning unfolded as participants required to read this page before providing online informed
went through an exam period. We chose to assess univer- consent, which was received from all participants. The study
sity students during an exam period because students are was conducted according to the ethical rules presented in
likely to show substantial change and variability in sleep the General Ethical Protocol of the Faculty of Psychology
during exams (Zunhammer et al. 2014). We expected nega- and Educational Sciences of the host University. Given that
tive outcomes (i.e., stress and poor sleep quality) to increase all participants were over 18 years of age and filled in an
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online informed consent form in which they were informed (α = 0.87–0.92), and relatedness (α = 0.85–0.91). Consistent
that they could withdraw from the study at any point and with previous research a composite score of need satisfaction
that their anonymity was guaranteed, formal ethical approval (α = 0.91–0.93) was then created by averaging the sum of the
was not required. three need variables (Campbell et al. 2015).
Given that (a) this study was fairly unique in terms of the
design used and the analyses conducted and that (b) equiva- Stress
lent previous studies are considered necessary to conduct a
power analysis (Levine and Ensom 2001), we were unable Symptoms of stress were assessed using the stress subscale
to rely on effect sizes from prior studies to perform an a from the short-form version of the Depression Anxiety and
priori power analysis. The final sample consisted of 121 Stress Scale (DASS; Lovibond and Lovibond 2004; Camp-
Belgian emerging adults (78% female) with a mean age of bell et al. 2017). The stress subscale consists of 7 items
21.69 years (ranging from 19 to 25; SD = 1.39). Eighty-six which measure the prevalence of symptoms of stress during
percent of the participants were university students and the the past week (e.g., “I tended to over-react to situations”).
remaining 14% were following a non-university form of Participants rated items on a 4-point Likert scale, ranging
higher education. Of the 121 respondents, 87 (72%) par- from 0 (did not apply to them) to 3 (applied very much, or
ticipated in all three waves. Sample attrition was examined most of the time). Cronbach’s alpha ranged between 0.89
in two steps. First, individuals who participated in all three and 0.92.
waves were dummy coded as 1 (retention), and individuals
who participated in only one or two waves were coded as 0 Sleep and day‑related measures Several measures were
(drop-out). Logistic regression analysis was then performed included to assess quality and quantity of sleep and day-
by entering demographic variables (e.g., age and gender) in time functioning. All measures were adjusted to ensure that
Step 1 and all Time 1 study variables in Step 2 to predict they assessed the same timeframe (i.e., the past week). A
sample attrition. Model Chi square for Step 1 χ2(2) = 5.12, principal component analysis (PCA; See preliminary analy-
p = 0.08 and Step 2 χ2(5) = 7.87, p = 0.16 was not signifi- sis) was performed to examine the structure underlying the
cant, indicating that the demographic and study variables assessed sleep parameters. Below the indicators of the three
did not contribute significantly to the prediction of dropout. retained components are described.
Furthermore, Little’s MCAR was non-significant (p = 0.07;
χ2/df = 185.91/159; normed χ2 of 1.17), indicating that data Poor sleep quality Poor sleep quality during the previous
were likely to be missing completely at random. As a result, week was assessed using six indicators. These were the
full information maximum likelihood (FIML) was used to subjective poor sleep quality, sleep latency, sleep distur-
handle missing data in SEM (Little and Rubin 1987). bances and use of sleep medication component scores from
the PSQI (Buysse et al. 1989; Campbell et al. 2015), the
Measures insomnia subscale from the IDAS (Watson et al. 2007; e.g.,
“During the past week I woke up frequently throughout the
Basic psychological needs night”; 6 items), and a composite of 2 items assessing sleep
disturbing cognitions (Campbell et al. 2015; e.g., “Worry-
The satisfaction of the needs for autonomy, competence, ing” and “Somber thoughts”; 2 items). The insomnia items
and relatedness was assessed using the Basic Psychologi- (α range 0.82–0.89) were rated on a 5-point Likert scale
cal Need Satisfaction and Need Frustration Scale (BPN- ranging from 1 (not at all) to 5 (very much so) and the sleep
SNFS; Chen et al. 2015). The scale consists of 24 items, disturbing cognitions (α range 0.78–0.82) were rated on an
8 items per need, 4 of which tap into need satisfaction and event-frequency scale ranging from 0 (Not experienced dur-
4 of which tap into need frustration. Participants rated ing the past week) to 3 (Experienced three or more times).
all items on a scale of 1 (not at all true) to 5 (very true)
with respect to the preceding week. Because changes in Sleep quantity The previous week’s sleep quantity was
the mean scores of the 12 items assessing need satisfac- assessed using the sleep duration and habitual sleep effi-
tion and the 12 items assessing need frustration were ciency component scores from the PSQI (Buysse et al.
highly correlated across measurement moments (i.e., pre- 1989). Both scores were reversed such that a higher score
exam to exam r = − 0.82, p < 0.001; exam to post-exam was representative of longer sleep duration and higher sleep
r = − 0.86, p < 0.001), we used a composite score of need efficiency.
satisfaction in all subsequent analyses. This was done by
reverse scoring the 12 items assessing need frustration and Daytime dysfunction Daytime dysfunction was assessed
then creating three separate need scores by averaging the using the daytime dysfunction component score from the
8 items assessing autonomy (α = 0.79–0.84), competence PSQI (Buysse et al. 1989), a measure of subjective vitality
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Motivation and Emotion
(General Vitality Scale; Ryan and Frederick 1997; e.g., “I quality, sleep quantity and daytime dysfunction were deter-
felt energized”; 7 items), and the lassitude subscale from the mined from a second order PCA (see preliminary analyses)
IDAS (Watson et al. 2007; e.g., “During the past week I felt performed at all three waves, thereby using scale scores
sleepy and drowsy”; 6 items). The vitality (α range 0.84– rather than items as indicators and averaging the standard-
0.86) and lassitude items (α range 0.78–0.82) were rated on ized factor loadings across the three waves. As more than
a 5-point Likert scale ranging from 1 (completely disagree two indicators were retained for sleep quality and daytime
or not at all) to 5 (completely agree or very much so). dysfunction, stronger and weaker loading factor scores were
combined to create two parcels, whereas sleep quantity was
Statistical analysis represented by the two indicators determined in the PCA.
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Table 1 Parameter estimates and fit indices of the univariate latent change models
Variable Parameter estimates
Level Change pre-exam to exam period Change exam to post exam period Fit indices
2 2 2
M s M s Range M s Range RMSEA CFI SRMR
Need satisfaction 3.47*** 0.24*** − 0.20*** 0.19*** − 1.35 to 0.72 0.42*** 0.21*** − 0.38 to 1.73 0.00 1 0.09
Stress 0.84*** 0.42*** 0.23*** 0.31*** − 0.74 to 1.27 − 0.66*** 0.38*** − 2.44 to 0.13 0.09 0.98 0.04
Daytime dysfunction 0.01 0.64** 0.59*** − 0.79*** − 0.91 to 2.17 − 0.79*** 1.01*** − 3.35 to 0.65 0.04 0.99 0.04
Sleep quantity 3.51*** 0.21*** − 0.09 0.13 − 0.77 to 0.64 0.16* 0.36** − 1.25 to 1.19 0.00 1 0.12
Poor sleep quality 0.00 0.21*** 0.19*** 0.08** − 0.17 to 0.65 − 0.25*** 0.07** − 0.84 to 0.05 0.00 1 0.03
Indicators of poor sleep quality and daytime dysfunction use standardized scores. Estimates in bold remained significant after correcting for mul-
tiple comparisons (Bonferroni correction), p < 0.01
RMSEA root mean square error of approximation, CFI comparative fit index, SRMR standardized root mean square residual
*p < 0.05; **p < 0.01; ***p < 0.001
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Stress
0.8
Exam period
0.6
Post exam period
0.4
0.2
0
Pre-exam period Exam period Post exam period
and sleep quantity) displayed a U-shaped pattern. In other Hypothesis 3: testing the proposed integrated model
words, on average, as participants were exposed to an exam
period, their experiences of subjective stress, daytime dys- Latent variable scores of levels and changes calculated
function and poor sleep quality increased, while their experi- from the previous multivariate LCMs were used to examine
ences of need satisfaction decreased. Furthermore, once the whether the relationship between changes in need satisfac-
exam period was over, participants showed improvements tion and changes in sleep and daytime dysfunction were
in need satisfaction, stress and sleep outcomes (see Fig. 1 accounted for by changes in stress. This set of analyses
for an illustration). allowed us to examine whether, for example, a decrease in
need satisfaction from pre- to exam-period would relate to
Hypothesis 2: correlated changes in need satisfaction, increases in poor sleep quality via increases in perceived
stress and sleep outcomes stress. To test for the intervening role of stress, we estimated
a model including direct effects from need satisfaction to the
There were four outcome variables (i.e., poor sleep quality, outcomes and indirect effects via stress. The final results
sleep quantity, daytime dysfunction, and stress), resulting in of these models are shown in Fig. 2a (i.e., sleep quality), b
four multivariate LCM’s. Each model included both the level (i.e., sleep quantity), c (i.e., daytime dysfunction). In each
and change factors for the need composite and one outcome, figure the first coefficients reported represent changes from
allowing for the examination of correlations between the the pre- exam to the exam period and the second coefficients
levels and the correlated change in need satisfaction and represent changes from the exam to the post exam period.
the four outcomes. All models fitted the data adequately Given that these models were saturated, therefore result-
with the average fit being RMSEA = 0.05, CFI = 0.98 and ing in perfectly fitting models, our primary interest was
SRMR = 0.09 and the poorest fit being RMSEA = 0.08, in the direct and indirect associations between the study
CFI = 0.97 and SRMR = 0.09. As shown in Table 2, the variables. With respect to poor sleep quality (i.e., Fig. 2a),
intercepts of need satisfaction and the four outcomes were the association with changes in need satisfaction was fully
significantly interrelated in the expected direction. More accounted for by changes in stress across both transitions.
importantly, as hypothesized, the changes were interrelated To illustrate, the decrease in need satisfaction from the pre-
suggesting that the changes in need satisfaction and the out- to the exam period co-varied with an increase in poor sleep
comes occurred in tandem. For example, changes in both quality which could be explained by the increase in experi-
need satisfaction and poor sleep quality were negatively enced stress during this transition (as reflected by the first
related indicating that as need satisfaction decreased from coefficients reported, that is., − 0.44 and 0.23). With regard
the pre- to the exam period sleep quality deteriorated and to changes in daytime dysfunction, the associations with
that as need satisfaction increased from the exam- to the changes in need experiences were partially accounted for
post-exam period sleep quality also improved.2 by changes in stress across all changes. In other words, the
increase in stress from the pre- to the exam period and the
subsequent decrease from the exam to the post-exam period
2
As shown in Table 2 some caution is needed when interpreting the partially explained why changes in need satisfaction related
covariation between need satisfaction and both sleep quality (across to changes in daytime dysfunction during these transitions.
both transitions) and sleep quantity (from the pre- to the exam period)
because they became non-significant after correcting for multiple Finally, with regard to changes in sleep quantity, across both
testing. As such, these findings are in need of replication. transitions changes in need satisfaction related to changes
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a
Need satisfaction -.44***/ -.42*** .23***/.36***
Stress change Poor sleep quality
change
change
b
-.45***/-.42*** -.10/-.19
Need satisfaction Stress change Sleep quantity change
change
-.47***/-.40***
c
Need satisfaction -.45***/-.42*** .20**/.40***
Stress change Daytime dysfunction
change change
Fig. 2 a Changes in psychological need satisfaction predicting *p < 0.05; **p < 0.01; ***p < 0.001. The first coefficients reported
changes in poor sleep quality via changes in stress. b Changes in represent changes from the pre- to the exam period and the second
psychological need satisfaction predicting changes in sleep quan- coefficients represent changes from the exam to the post exam period.
tity via changes in stress. c Changes in psychological need satisfac- Coefficients in bold remained significant after correcting for multiple
tion predicting changes in daytime dysfunction via changes in stress. comparisons (Bonferroni correction), p < 0.008
in stress, however changes in stress, in turn, were unrelated Meaningful mean-level changes were observed as uni-
to changes in sleep quantity. The indirect effects between versity students prepared for, were exposed to and emerged
changes in need satisfaction and changes in both sleep qual- from an exam period. During the exam period participants
ity and daytime dysfunction via changes in stress were sig- reported increases in negative outcomes (i.e., poor sleep
nificant across all transitions [range CI 95% (− .24; 0.10)]. quality and daytime dysfunction) and decreases in positive
outcomes (i.e., need satisfaction). As participants emerged
from the exam period the reverse pattern of findings was
Discussion observed (i.e., decreases in negative outcomes and increases
in positive outcomes). In other words, both need-based and
Consistent with previous research (e.g., Galambos et al. sleep-related functioning deteriorated as participants moved
2009, 2010, 2013), the present study found sleep in emerging from the pre- to the exam period, and returned to and even
adulthood and, more specifically in a sample of university went beyond the initial levels once the exam period was over.
students, to vary considerably within individuals. As pointed Overall, these mean-level changes in the outcomes were in
out by Galambos et al. (2009) such within-person fluctua- line with our expectations and are indicative of the dynamic
tions beg for explanation. That is, there is a need to identify nature of the variables under investigation.
predictors with equal variability that evolve in tandem with Second, we then examined whether within-person
emerging adults’ quality and quantity of sleep. In the present changes in psychological need satisfaction were associated
study we aimed to extend previous findings by considering with within-person changes in the day and sleep outcomes
psychological predictors of university students’ sleep from across time. This appeared to be the case. On average, as
an established psychological framework during a particu- university students went through an exam period, their sleep
larly relevant and potentially stressful period. Specifically, and daytime functioning fluctuated in parallel with their
we investigated (a) the covariation between changes in the need-based experiences such that decreases in need satisfy-
satisfaction of one’s basic psychological needs, as conceived ing experiences went hand in hand with poorer sleep quality,
within SDT (Deci and Ryan 2000), and changes in emerging shorter sleep quantity and worse daytime functioning. More-
adults’ day and sleep-related functioning and (b) the inter- over, as university students emerged from the exam period,
vening role of changes in stress in these associations. an improvement in their need satisfaction was accompanied
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by a rise in their sleep quality as well as more adaptive day- order to obtain a better understanding of how decreased need
time functioning. Presumably, the exposure to need-thwart- satisfaction may obstruct sleep duration.
ing experiences during exam periods erodes energy levels Another possibility is that poor sleep quantity and qual-
and elicits more cognitive and somatic arousal, which in ity may also reciprocally impact on university students’
turn likely requires more emotional processing which then need-based experiences. Indeed, it is important to note that
interferes with sleep at night. these findings need to be interpreted with caution given
Finally, the assessment of stress allowed us to examine the correlational nature of the data. Future experimental
whether changes in stress would account for the relation research is needed to determine the exact direction of effects
between changes in need satisfaction and changes in the between need satisfaction, stress and sleep disturbance. In
outcomes. In general, the rise and fall in stress as university fact, a recent experimental study (Campbell et al. in press-
students moved in and out of the exam period helped to c), involving partial sleep deprivation indicated that reduced
explain why shifts in need satisfaction related to shifts in need satisfaction also follows from reduced sleep quantity.
both the day and sleep-related outcomes. While the associa- Specifically, participants in an experimental group, who
tion between stress and poor sleep has already been dem- restricted their sleep to 5 h a night for three consecutive
onstrated in various previous studies (e.g., Galambos et al. nights, reported reduced need satisfaction after 3 days of
2010, 2013; Zunhammer et al. 2014), the present results sleep deprivation, relative to a control group, who slept as
build on previous findings by suggesting that changes in usual throughout the 3-day period. Thus, the longitudinal
psychological need satisfaction may contribute to changes in associations obtained in the current study most likely reflect
stress when exposed to a potentially stressful event. Hence, ongoing bidirectional dynamics, with sleep not only being
the present findings may help to identify specific experi- an outcome of psychological need-based experiences and
ences which lead to an event, such as an exam period, to stress but also affecting these psychological experiences.
be appraised by students as threatening thereby possibly
engendering symptoms of stress and subsequent sleep dis-
turbances. Moreover, the identification of need experiences Practical implications
as potential sources of stress may inform interventions which
seek to help university students to reduce stress by providing The present findings indicate that during exam periods stu-
specific experiences which can be targeted through interven- dents are likely to experience reduced satisfaction of their
tion (e.g., Weinstein et al. 2016). basic psychological needs, which in turn is likely to be
Although these findings provide some preliminary evi- accompanied by increases in stress and sleep disturbances.
dence for the intervening role of stress, two findings should These findings emphasize the dynamic and changeable
be highlighted. First, in the integrated models, need experi- nature of need-based experiences and suggest that psycho-
ences continued to yield a direct association with daytime logical needs may be especially susceptible to intervention.
dysfunction, suggesting that other explanatory variables, In line with this, a 1 week intervention study which sought
apart from stress, should be considered. One primary can- to help individuals highly vulnerable to distress (i.e., Syrian
didate is mindfulness (Brown and Ryan 2003). Need frus- refugees) identify and participate in daily need-satisfying
trating experiences likely erode available energy resulting in activities demonstrated that participants reported significant
a more inward looking attitude and a decreased awareness decreases in stress post-intervention (Weinstein et al. 2016).
of what is occurring in the present moment. This decreased Hence, short-term interventions which encourage students
awareness, or lack of a mindful approach, may in turn partly to engage in small, manageable daily activities which sat-
explain why need frustrating experiences may translate into isfy basic psychological needs may help to reduce stress
poorer daytime functioning or even poorer quality sleep and sleep difficulties during exam periods. In addition to
at night (see Campbell et al. 2015; Hulsheger et al. 2014). encouraging engagement in need satisfying activities, stu-
Second, although decreased need satisfaction was found dents could also be helped to become more aware of and
to co-vary with shorter sleep quantity from the pre- to the less reactive to experiences of need frustration. This could
exam period, in the integrated models changes in stress were be achieved for example, by encouraging students to adopt
unrelated to changes in sleep quantity. Perhaps university techniques which facilitate accepting, non-judgmental pre-
students respond to decreased need satisfaction during exam sent moment awareness (i.e., mindfulness), such as medita-
periods by engaging in compensatory behaviors that they tion practice. Furthermore, given the possible reciprocity
hope will provide some need fulfillment like for example, between need-based experiences and sleep, students could
spending excessive time on social media, which in turn may also be encouraged to maintain healthy sleep hygiene behav-
lead to shorter sleep duration. Future studies could assess iors (i.e., maintain a regular sleep schedule and refrain from
other self-regulatory behaviors, such as sleep hygiene, in drinking caffeinated beverages late at night) during exam
periods, so as to try and maintain their need satisfaction.
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Limitations and suggestions for future daytime functioning and sleep is likely to be impaired. Fur-
research thermore, subjective stress was found to partially account for
the relation between need satisfaction and the day and sleep
This study had several limitations that can be overcome in outcomes, indicating that stress may play an explanatory role
future research. The main limitation of the present study is in these associations. These findings suggest that univer-
that the analyses performed do not allow for conclusions sity students should be helped to recognize need frustrating
about the direction of effects. For example, poor sleep dur- experiences and taught skills to minimize their impact by,
ing exam periods may not only result from, but may also for example, adopting a more mindful approach or, alter-
contribute to stress, which in turn may lead to reduced need natively, students should be encouraged to pay attention to
satisfaction. Experimental work involving a random expo- their sleep hygiene during exam periods, given that lowered
sure to need satisfying or need frustrating experiences is need satisfaction may also stem from poor sleep.
needed to allow for causal conclusions to be drawn about
whether decreased need satisfaction really drives the mala- Funding This study was funded by the Fund for Scientific Research
Flanders (FWO.OPR.2013. 0140.01 – IV2).
daptive pattern of increased stress and poor sleep quality. In
addition, all measures were self-reported which can inflate
Compliance with ethical standards
observed associations due to shared method variance.
Moreover, reliance on self-reports may have undermined Conflict of interest The authors declare that they have no conflict of
validity for certain measures such as sleep duration. These interest.
limitations could be overcome by using objective measures
such as actigraph watches to assess sleep in future studies.
Furthermore, as our sample was fairly homogenous and
consisted mainly of females, future studies should examine References
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