Respondents and non-respondents were compared to evaluate the representativeness of students who completed the follow-up. Chi-squared tests were used to detect differences in proportions for categorical variables (gender, amount of prior sleep education, baseline PSQI sleeper type, chronotype, shift work completed in the past month), Fisher’s exact test was used where there were cell sizes smaller than 5 (age groups), and independent-samples
t-tests were used to test for differences in the means of continuous variables (mark in course, baseline sleep knowledge score, baseline PSQI total score).
For the students who completed the follow-up survey, descriptive statistics were used to illustrate student goal-setting, goal achievement, and sleep attitudes. Paired
t-tests were used to compare differences in continuous variables (sleep knowledge score, sleep behaviour questionnaire scores, caffeine intake, hours awake before seeing sunlight, hours spent outdoors, PSQI total score). Wilcoxon signed-rank tests were used to compare differences in categorical variables (Stages of Change question responses, use of blue light filters, PSQI subcomponent scores) before and after the course.
All statistical analyses were carried out using IBM
SPSS Statistics 27 for Macintosh (Armonk, NY, USA: IMB Corp).
Semsarian C.R., Rigney G., Cistulli P.A, & Bin Y.S. (2021). Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours. International Journal of Environmental Research and Public Health, 18(19), 10180.