Stéphane Raffard, Sophie Bayard
Overall, the findings are consistent with previous evidence linking socioeconomic vulnerability, insomnia symptoms, psychotic-like experiences, and academic functioning in university students. Importantly, the originality of the present study lies in the integration of these associations within a single sequential framework. Although causal inferences cannot be drawn due to the cross-sectional design, the results highlight insomnia as a promising and modifiable target for interventions aimed at improving both psychological functioning and academic success in vulnerable student populations.
BACKGROUND: Socioeconomic precarity is a well-established determinant of academic difficulties in higher education, yet the mechanisms underlying this association remain insufficiently understood. Sleep disturbances and mental health vulnerabilities may represent key intermediate processes. The present study examined a serial mediation model linking precarity to academic performance through insomnia and psychotic-like experiences in undergraduate students.
METHODS: A total of 346 students completed self-report measures of precarity, insomnia symptoms, and psychotic-like experiences. Academic performance was assessed using first-semester grade point average. Path analysis within a structural equation modelling framework was conducted to test direct and indirect associations.
RESULTS: The model showed good fit to the data. Higher precarity was significantly associated with higher insomnia symptoms, which in turn was associated with higher levels of psychotic-like experiences. Higher insomnia was associated with lower academic performance, whereas psychotic-like experiences were negatively associated with grades. Importantly, the indirect effect of precarity on academic performance through insomnia symptoms was significant, as was the serial indirect pathway through insomnia and psychotic-like experiences.
CONCLUSIONS: Overall, the findings are consistent with previous evidence linking socioeconomic vulnerability, insomnia symptoms, psychotic-like experiences, and academic functioning in university students. Importantly, the originality of the present study lies in the integration of these associations within a single sequential framework. Although causal inferences cannot be drawn due to the cross-sectional design, the results highlight insomnia as a promising and modifiable target for interventions aimed at improving both psychological functioning and academic success in vulnerable student populations.