Background: The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective: The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method: Undergraduate students ( N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results: Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion: Students’ experiences with virtual learning varied depending on instructor and student factors. Teaching Implications: Instructors can improve their students’ experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community.

Objective: Although college students are at heightened risk for sleep disturbances, healthy sleep is associated with positive physical, cognitive, psychological, and academic benefits for this group. The goals of the current study were to (1) describe sleep health in an undergraduate college sample and (2) examine the role of a class activity using self-determination theory to promote better sleep health in this group. Methods: A cohort study was conducted using data drawn from class activities conducted in two undergraduate Introduction to Psychology courses. Students were undergraduates at a mid-Atlantic public university in the United States. Total sample size was N = 224 (intervention class [n = 98], and the control class [n = 127]). Both the intervention and control classes completed the RU SATED sleep health questionnaire at the beginning and the end of the semester. The intervention class also completed a self-determination activity focused on sleep health mid-semester. Both the RU SATED questionnaires and the self-determination activities were completed via in-class responder technology. Data were de-identified and downloaded from the responder technology at the end of the semester. Mixed methods were used for data analysis including quantitative analyses and a qualitative approach using a phenomenological, inductive, and reflexive qualitative method whereby themes were allowed to emerge from the data. Results: Overall, almost 25% of the students reported never or rarely obtaining healthy sleep on average. The majority (76%) said they sometimes have healthy sleep and no students reported usually or always obtaining healthy sleep. The components of sleep health the entire sample scored highest on were timing (sleeping between 2 and 4 AM), sleep duration (between 7 and 9 h), and staying awake during the day. The areas they scored the lowest on were maintaining regular bed and wake times, spending less than 30 min awake at night, and feeling satisfied with their sleep. Qualitatively, the most frequently obtained sleep health behaviors of the intervention class were rhythmicity, prioritizing sleep, timing of sleep, and tech hygiene. The intervention class had significantly better sleep health across the entire semester and significantly better daytime alertness post-intervention. The most commonly chosen sleep health behaviors to change were sleep hygiene, tech hygiene, and stimulus control. Conclusion: We examined the classroom environment as a venue for promoting sleep health among college students. Given the popularity of Introduction to Psychology courses, this class is a promising avenue to deliver sleep health promotions to a large number of students. The implementation of a self-determination framework, as part of sleep health promotion, shows potential for creating a person-centered, strengths-based approach to health behavior change within this population.

Objectives: The present study aimed to investigate the link between sleep and broader social well-being. Specifically, the current study evaluated whether subjective and objective sleep indices were associated with subsequent social well-being. Methods: The archival data from the Midlife in the United States Study (MIDUS II and III, Project 1 and 4) were utilized for the current investigation. The participants completed cross-sectional surveys as part of their involvement in both study waves, 10 years apart. They were 213 adults, 59.6% female-identifying, with an average age of 56 years, who completed 8 days of sleep measurement via wrist actigraphy, sleep diary, as well as the PSQI. The participants also completed the measures of depressive symptoms and social well-being. Results: The actigraphic total sleep time, the diary-reported sleep quality, and the global sleep quality measured by the PSQI emerged as the significant predictors of social well-being over a 10-year period. Conclusions: The present study is an initial step in providing evidence for the importance of sleep for social functioning. Future research should attend to the association between past sleep behaviors and social functioning, specifically the mechanisms by which sleep is associated with social well-being as well as the temporal associations in an adult sample.

Poor sleep is a reality for many midlife women experiencing menopause. Although much empirical attention has been allocated toward ameliorating vasomotor symptoms and related consequences, less focus has been given toward sleep, specifically sleep variability, in menopausal women. The present study aimed to determine the association between menopausal symptoms and night-to-night sleep variability among peri- and post-menopausal women. Participants were 220 menopausal women (42.3 percent peri-menopausal, 57.7 percent post-menopausal) aged 40 to 64 from the United States recruited via Prolific, and online platform. The current study conducted secondary analyses on data collected as part of a larger investigation on midlife women from the United States. A structural equation model assessed associations between a latent menopausal symptom construct, composed of several Women’s Health Questionnaire domains, and a latent sleep variability construct, composed of sleep diary indices. Menopausal symptoms were associated with latent sleep variability (β = 0.49, p < .05); greater experience of menopausal symptoms was associated with more night-to-night sleep variability (medium effect size). Waking after sleep onset (WASO) was the sole significant indicator of the latent sleep factor. The findings highlight the importance of menopausal symptoms for sleep variability, specifically wakefulness. As such, wakefulness may be an important target for sleep interventions for menopausal women. The findings further suggest a need for more research and interventions targeted toward understanding and ameliorating the impact of menopausal symptoms on night-to-night wakefulness overall.