0802 DETERMINING UNIVERSITY STUDENT SLEEP PATTERNS AND OPTIONS FOR INTERVENTION: AN INTERNATIONAL COLLABORATION
Bibliographic record
Abstract
Disordered sleep, is considered a complex condition and has a significant impact on physical and mental health, cognition, learning and overall wellbeing. However, many higher education students accept sleep deficiency as a part of the ‘job description’, and chronic sleep deficiency is high across most campuses. In a study conducted by the University of Alberta, Canada in 2016, a campus-wide survey of 1294 students determined their self-reported sleep patterns, where they sought advice for sleep problems, current sleep practices, and preferred methods for receiving helpful sleep information. The paper reports an Australian replication of that Canadian study with the aim of identifying cross-cultural similarities and differences. An anonymous electronic survey distributed to all levels of university students at Edith Cowan University, Australia over a three month period. Using the same methodology as the Canadian study to collect data on an Australian population, contextual differences and similarities in sleep habits will be identified between Australian and Canadian tertiary students. The 2016 study identified concerning sleep problems in Canadian students, with significant numbers of students reporting sleeping less than the recommended number of hours, having insufficient sleep, and not seeking help for sleep problems. The Australian replication study is currently underway and findings to-date indicate some unique cultural differences. Implications of the full findings will be discussed. Canadian and Australian populations are often assumed to be culturally and socio-politically alike. This research will shed light on the accuracy of this assumption by determining basic sleep knowledge and sleep habits of tertiary students, and their preferred methods for dissemination of sleep health promotion messages. Importantly, this knowledge will help to inform the development of student sleep awareness and intervention strategies in both countries. Edith Cowan University University of Alberta
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.090 | 0.078 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".