Sleep Quality and Other Predictors of Academic Performance in Rwandan Undergraduate Students

Background Sleep is essential for maintaining cognitive, emotional, and physical well-being, all of which are critical for academic success ¹ . Poor sleep quality can impair memory, concentration, and overall learning capacity. Although international research has consistently demonstrated a strong association between sleep quality and academic performance, there is a notable lack of evidence from Rwanda particularly among health sciences students. This study aimed to fill that gap by examining the relationship between sleep quality and academic performance, as well as identifying key predictors of academic achievement among undergraduate students at the University of Rwanda. Methods A cross-sectional study design was conducted among 251 undergraduate students. Participants completed a sociodemographic questionnaire, the Pittsburgh Sleep Quality Index (PSQI), and an academic performance assessment. Data were analyzed using descriptive statistics and inferential methods, including Pearson correlation, and multiple linear regression to identify predictors of academic performance. Results Nearly half of the participants (49.8%) reported poor sleep quality. Students with good sleep quality had a significantly higher academic performance rank (Mean Rank = 169.53) than those with poor sleep quality (Mean Rank = 82.12), U = 2390.5, Z=-9.56, p < 0.001, indicating that better sleep quality is associated with better academic performance. Regression analyses showed that poor sleep quality was a strong negative predictor of academic performance [β=-0.70, 95%CI(-1.76 to -1.36), p < 0.001], along with specific components including subjective sleep quality [β=-0.18, 95%CI (-0.25 to -0.11), p < 0.001] and sleep duration [β=-0.12, 95%CI (-0.18 to -0.06), p < 0.001]. The use of sleep medication [β = 0.20, 95%CI (0.08 to 0.33), p = 0.002] was also a significant predictor of academic performance. Gender was a significant predictor as well, with male students outperforming their female counterparts by an average of 0.10 points [β = 0.10, 95%CI (0.01 to 0.19), p = 0.038]. Conclusion These findings underscore the significant influence of sleep quality and gender on academic achievement. Given the significant impact of sleep quality on academic performance, universities should integrate sleep hygiene education and occupational balance promotion into student wellness programs.