E3.01 - Oral: Physical Activity, Sleep Quality, and Gender in Native American Students' Psychological Well-being and Academic Success

Brief Abstract Summary: Discover how physical activity (PA) and sleep quality (SQ) influence psychological well-being (PWB) and academic success among Native American college students, focusing on gender differences. Analyzing data from 1,914 students aged 18 and older, the study reveals that those meeting PA guidelines had higher PWB scores (M = 45.69, SD = 8.88) compared to those who did not (M = 43.09, SD = 10.10, p < .001). Similarly, students with good SQ (≥7 hours; M = 46.00, SD = 8.43) exhibited better PWB than those with poor SQ (M = 42.50, SD = 10.48, p < .001). The analysis indicated significant main effects for PA (F(1,1881) = 31.45, p < .001) and SQ (F(1,1881) = 59.00, p < .001). Gender differences were significant, with males more likely to meet PA recommendations (χ²(2, N = 1909) = 43.30, p < .001). Findings underscore the need for gender-sensitive interventions to enhance PA and SQ for improved well-being and academic success.

Detailed abstract description: This study examines how physical activity (PA) and sleep quality (SQ) affect psychological well-being (PWB) and academic performance among Native American college students, focusing on gender differences. Given the unique challenges faced by these students, including cultural and economic disparities, the research aims to identify factors that promote well-being and success in education.

Methods: This study used secondary data from the American College Health Association-National College Health Assessment (ACHA-NCHA) conducted in Spring 2023 to examine responses from 1,914 self-identified Native American students aged 18 years and above. Statistical analyses, including independent samples t-tests and two-way ANOVAs, were performed to assess the impact of PA and SQ on PWB, while chi-square tests analyzed gender differences in PA and sleep quality.

Results: Findings show that students meeting PA guidelines (M = 45.69, SD = 8.88) had significantly higher PWB scores than those who did not (M = 43.09, SD = 10.10), p < .001. Similarly, students with good SQ (≥7 hours) demonstrated higher PWB (M = 46.00, SD = 8.43) compared to those with poor SQ ( < 7 hours; M = 42.50, SD = 10.48), p < .001. Analysis of the combined effect of PA and SQ on PWB revealed significant main effects for PA, F(1,1881) = 31.45, p < .001, and SQ, F(1,1881) = 59.00, p < .001, with no significant interaction effect, F(1,1881) = 1.31, p = .253. Gender-based analysis using Chi-square tests showed a significant association between gender and PA guidelines, χ²(2, N = 1909) = 43.30, p < .001, with males more likely to meet PA recommendations than females.

Discussion: These findings highlight the necessity of gender-sensitive, culturally tailored interventions to improve PA and sleep quality among Native American college students. Such interventions foster enhanced psychological well-being and academic performance, potentially contributing to better retention and graduation rates.