Study Objectives This study examined associations between average and intraindividual trajectories of stress, sleep duration, and sleep quality in college students before, during, and after transitioning to online learning due to the COVID-19 pandemic. Methods One hundred and sixty-four first-year college students answered twice-weekly questionnaires assessing stress exposure and perception, sleep duration, and sleep quality from January until May, 2020 (N = 4269 unique observations). Results Multilevel growth modeling revealed that prior to distance learning, student stress was increasing and sleep duration and quality were decreasing. After transitioning online, students’ stress exposure and perception trajectories immediately and continuously decreased; sleep quality initially increased but decreased over time; and sleep duration increased but then plateaued for the remainder of the semester. Days with higher stress exposure than typical for that student were associated with lower sleep quality, and both higher stress exposure and perception at the transition were linked with simultaneous lower sleep quality. Specific groups (eg, females) were identified as at-risk for stress and sleep problems. Conclusions Although transitioning to remote learning initially alleviated college students’ stress and improved sleep, these effects plateaued, and greater exposure to academic, financial, and interpersonal stressors predicted worse sleep quality on both daily and average levels. Environmental stressors may particularly dictate sleep quality during times of transition, but adaptations in learning modalities may help mitigate short-term detrimental health outcomes during global emergencies, even during a developmental period with considerable stress vulnerability. Future studies should examine longer-term implications of these trajectories on mental and physical health.

中文翻译：

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2019 年新型冠状病毒病大流行期间的压力和睡眠：远程学习对美国大学生健康轨迹的影响

研究目标 本研究检查了由于 COVID-19 大流行而过渡到在线学习之前、期间和之后的大学生压力、睡眠持续时间和睡眠质量的平均和个人轨迹之间的关联。方法 从 2020 年 1 月至 5 月，164 名一年级大学生每周两次回答问卷调查，评估压力暴露和感知、睡眠持续时间和睡眠质量（N = 4269 独特观察）。结果 多层次成长模型显示，在远程学习之前，学生的压力正在增加，睡眠时间和质量正在下降。在线过渡后，学生的压力暴露和感知轨迹立即并持续下降；睡眠质量最初增加但随着时间的推移而下降；睡眠时间增加，但随后在学期的剩余时间里趋于稳定。与该学生相比，承受压力的日子比通常情况下更高的日子与较低的睡眠质量相关，而较高的压力暴露和过渡时的感知与同时较低的睡眠质量有关。特定群体（例如，女性）被确定为有压力和睡眠问题的风险。结论 虽然过渡到远程学习最初减轻了大学生的压力并改善了睡眠，但这些影响趋于平稳，并且更多地暴露于学术、财务和人际压力源预示着日常和平均水平的睡眠质量会更差。在过渡时期，环境压力可能特别决定睡眠质量，但学习方式的调整可能有助于减轻全球紧急情况期间的短期有害健康结果，即使是在具有相当大的压力脆弱性的发展时期也是如此。未来的研究应该检查这些轨迹对身心健康的长期影响。