睡眠與認知功能、情緒調節及學習表現密切相關。然而，大學生常因課業壓力、社團活動及電子產品使用等因素而出現睡眠不足與作息不規律的情形。過去已有許多研究探討睡眠與學生學業表現之關係，其中多數以睡眠問卷評估主觀睡眠品質，僅少數研究搭配活動紀錄儀量測客觀睡眠參數。然而，既有研究結果並不一致，且各研究所分析的客觀睡眠參數亦不盡相同。因此，系統性評估多項客觀睡眠參數及其與學業表現之關聯，具有重要研究價值。
本研究使用研究團隊開發之活動紀錄儀，於2022至2025年間，結合國立成功大學心理學系「睡眠生理學」課程之期末專題進行資料收集。參與學生填寫匹茲堡睡眠品質量表（Pittsburgh Sleep Quality Index, PSQI）及每日睡眠日誌，並連續14天配戴活動紀錄儀，以取得客觀睡眠資料。分析之客觀睡眠參數包括關燈上床時間（lights-out time, LOT）、睡醒下床時間（out-of-bed time, OBT）、睡眠效率（sleep efficiency, SE）、入睡潛伏期（sleep onset latency, SOL）、入睡後清醒時間（wake after sleep onset, WASO）及總睡眠時間（total sleep time, TST），並以平均絕對偏差（mean absolute deviation, MAD）量化各睡眠參數的夜間變異性。學業表現以期末考成績表示，並依各年度期末考成績之中位數將學生分為低分組（low-score, LS）與高分組（high-score, HS），以比較兩組學生之睡眠表現差異。
2022年的前導研究結果顯示，LS與HS兩組在主觀睡眠品質量表PSQI和睡眠日誌填寫之起床後覺醒程度量表上未呈現顯著差異，顯示主觀睡眠參數未能顯著區分不同學業表現學生之睡眠特徵。相較之下，多項客觀睡眠參數呈現顯著組間差異。HS相較於LS具有較早的LOT與OBT、較高的SE、較短的SOL，以及較低的睡眠參數夜間變異性。此外，SE、SOL、LOT、OBT及其MAD皆與學業表現呈顯著相關，TST的MAD亦與學業表現呈顯著相關。此結果顯示，較佳且較穩定的睡眠品質與睡眠時間點可能與較佳的學業表現有關。
進一步分析2022至2025年四個年度之資料後發現，各年度不同睡眠參數與學業表現之關聯並非完全一致；然而，睡眠參數變異性與學業表現之關聯，整體而言較睡眠參數平均值本身更為穩定。進一步整合四年資料後，HS相較於LS具有較早的LOT與OBT、較高的SE，並在LOT、OBT、SE、WASO及TST上呈現較低的夜間變異性。相關性分析亦顯示，SE、LOT、OBT，以及SE、TST、LOT與OBT的MAD皆與學業表現呈顯著相關。上述結果顯示，除了睡眠品質與就寢、起床時間點本身之外，維持穩定的睡眠行為亦可能是與良好學業表現相關的重要因素。
整體而言，本研究顯示，活動紀錄儀量測之客觀睡眠參數可呈現主觀睡眠量表未能反映的學業表現組間差異，且睡眠參數的夜間變異性（MAD）與學業表現之關聯較為明顯。研究結果顯示，睡眠行為的穩定性，特別是睡眠時間點、睡眠品質及睡眠時長的夜間一致性，可能是與大學生學業表現相關的重要睡眠特徵，並可作為未來校園睡眠教育及睡眠介入研究之參考。

Sleep is closely associated with cognitive function, emotional regulation, and learning performance, yet university students commonly experience insufficient and irregular sleep. Although many studies have examined sleep and academic performance, most have relied on subjective questionnaires, while relatively few have used actigraphy to assess objective sleep parameters. This study therefore systematically evaluated multiple objective sleep measures and their associations with academic performance.
Students enrolled in the Sleep Physiology course at National Cheng Kung University between 2022 and 2025 completed the Pittsburgh Sleep Quality Index (PSQI) and daily sleep diaries and wore a research-team-developed actigraphy device continuously for 14 days. Objective measures included lights-out time (LOT), out-of-bed time (OBT), sleep efficiency (SE), sleep onset latency (SOL), wake after sleep onset (WASO), and total sleep time (TST). Mean absolute deviation (MAD) was used to quantify night-to-night variability. Academic performance was represented by final examination scores, and students were classified into low-score (LS) and high-score (HS) groups based on the annual median.
In the 2022 pilot study, subjective sleep measures did not significantly differ between groups, whereas the HS group showed earlier LOT and OBT, higher SE, shorter SOL, and lower variability in several objective sleep parameters. SE, SOL, LOT, OBT, and their MAD values, as well as the MAD of TST, were significantly associated with academic performance.
Across the four annual cohorts, associations involving individual sleep parameters were not fully consistent; however, associations between night-to-night variability and academic performance were generally more stable. In the pooled analysis, the HS group exhibited earlier LOT and OBT, higher SE, and lower variability in LOT, OBT, SE, WASO, and TST. Correlation analyses further showed significant associations of SE, LOT, OBT, and the MAD values of SE, TST, LOT, and OBT with performance.
Overall, objective sleep measures captured academic-performance-related differences not evident in subjective measures. Sleep stability, particularly the consistency of sleep timing, quality, and duration, may represent an important sleep characteristic associated with academic performance and may inform future campus-based sleep education and intervention programs.

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