new research has indicated that students who sacrifice

Sacrificing Sleep to Study Can Lead to Academic Problems

Regardless of how much a high school student generally studies each day, if that student sacrifices sleep in order to study more than usual, he or she is more likely to have academic problems the following day. Because students tend to increasingly sacrifice sleep time for studying in the latter years of high school, this negative dynamic becomes more and more prevalent over time.

Those are the findings of a new longitudinal study that focused on daily and yearly variations of students who sacrifice sleep to study. The research was conducted at the University of California, Los Angeles (UCLA) and appears in the journal Child Development .

“Sacrificing sleep for extra study time is counterproductive,” says Andrew J. Fuligni, professor of psychiatry and biobehavioral sciences and a senior scientist at the Jane and Terry Semel Institute of Neuroscience and Human Behavior at UCLA, who worked on the study. “Academic success may depend on finding strategies to avoid having to give up sleep to study, such as maintaining a consistent study schedule across days, using school time as efficiently as possible, and sacrificing time spent on other, less essential activities.”

For 14 days in each of the 9th, 10th, and 12th grades, 535 students from several Los Angeles-area high schools reported in diaries how long they studied, how long they slept, and whether or not they experienced two academic problems—they didn’t understand something taught in class or they did poorly on a test, quiz, or homework. The students represented a mix of socioeconomic and ethnic backgrounds.

Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students’ understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework (the opposite of the students’ intent).

“As other studies have found, our results indicated that extra time spent studying cuts into adolescents’ sleep on a daily basis, and it is this reduced sleep that accounts for the increase in academic problems that occurs after days of increased studying,” Fuligni explained. “Although these nights of extra studying may seem necessary, they can come at a cost.”

Fuligni said the study’s findings do not suggest that teens should spend less time studying overall, but that those teens who give up sleep to study more than usual are more likely to have academic problems the following day.

The research was supported by the Russell Sage Foundation.

Summarized from Child Development , Volume 84, Issue 1, To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep by Gillen-O’Neel, C, Huynh, VW, and Fuligni, AJ (University of California, Los Angeles). Copyright 2012 The Society for Research in Child Development, Inc. All rights reserved.

Related News

Child Development Journal Q&A: Music Intervention Programs Can Enhance Parent and Baby Language Interactions

Q & A with Dr. Juan Del Toro, University of Minnesota-Twin Cities and Dr. Ming-Te Wang, University of Chicago, authors of “Vicarious Severe School Discipline Predicts Racial Disparities among Non-Disciplined Black and White American Adolescents”

Girl Toddlers Have Bigger Vocabularies, and Researchers Now Know Why [PRESS COVERAGE]

• News Releases

Sacrificing sleep to study can lead to academic problems

Society for Research in Child Development

Regardless of how much a high school student generally studies each day, if that student sacrifices sleep in order to study more than usual, he or she is more likely to have academic problems the following day. Because students tend to increasingly sacrifice sleep time for studying in the latter years of high school, this negative dynamic becomes more and more prevalent over time.

Those are the findings of a new longitudinal study that focused on daily and yearly variations of students who sacrifice sleep to study. The research was conducted at the University of California, Los Angeles (UCLA) and appears in the journal Child Development.

"Sacrificing sleep for extra study time is counterproductive," says Andrew J. Fuligni, professor of psychiatry and biobehavioral sciences and a senior scientist at the Jane and Terry Semel Institute of Neuroscience and Human Behavior at UCLA, who worked on the study. "Academic success may depend on finding strategies to avoid having to give up sleep to study, such as maintaining a consistent study schedule across days, using school time as efficiently as possible, and sacrificing time spent on other, less essential activities."

For 14 days in each of the 9th, 10th, and 12th grades, 535 students from several Los Angeles-area high schools reported in diaries how long they studied, how long they slept, and whether or not they experienced two academic problems—they didn't understand something taught in class or they did poorly on a test, quiz, or homework. The students represented a mix of socioeconomic and ethnic backgrounds.

Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students' understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework (the opposite of the students' intent).

"As other studies have found, our results indicated that extra time spent studying cuts into adolescents' sleep on a daily basis, and it is this reduced sleep that accounts for the increase in academic problems that occurs after days of increased studying," Fuligni explained. "Although these nights of extra studying may seem necessary, they can come at a cost."

Fuligni said the study's findings do not suggest that teens should spend less time studying overall, but that those teens who give up sleep to study more than usual are more likely to have academic problems the following day.

Child Development

Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system.

Search form

How to Live Better, Longer

Smokers Who Quit Before 40 Have Similar Life-Expectancy Of Non-smokers: Study

Secret To Healthy Aging? Study Identifies Foods That Reduce Risk Of Chronic Illnesses In Women

Hearing Aids May Help Prevent Early Death; Study Finds 25% Reduction In Mortality Risk

Siblings Of Dementia Patients May Face Risk Of Shortened Lifespan, Even If They Are Not Diagnosed

Can Ketogenic Diet Improve Severe Mental Illness? Pilot Study Indicates Positive Results

What Is Popcorn Brain? Expert Tips To Cut Screen Time, Improve Focus

Body Dysmorphia 6 Times More Common In Girls: Know About Condition That Affects Many Teens

Better Air Quality Reduces Suicide Rates, Study Finds

Explore The Healing Power Of Expressive Arts With Wellness Coach Karen Corona

Dr. Jason Shumard Revolutionizes Holistic Healing And Transformative Wellness

Thermal Earring To Monitor Temperature: Experts Say It Could Also Track Ovulation And Stress

First Saliva-Based Pregnancy Tests: Everything To Know

Got Anger Issues? Researchers Suggest To Pen Down Your Feelings And Discard Paper

Study Finds The Best Time To Exercise For Heart Health Benefits

Accelerated Aging Raises Cancer Risk In Young Adults: Study

Know Dangerous Pitfalls Of Diet Culture; Expert Explains Benefits Of Intuitive Eating

COVID-19 Virus Lingers In The Body More Than A Year After Infection: Studies

Timing Of COVID-19 Shot Can Affect Menstrual Cycle Length: Study

Older Adults Should Get COVID Booster Shot This Spring, CDC Says

Vaping May Raise Susceptibility To COVID-19, Study Warns

Students who sacrifice sleep for study perform worse on tests.

• Share on Twitter
• Share on Facebook
• Share on Pocket

Sacrificing sleep for study is counterproductive and can actually lead to more future academic problems, according to a new study.

Researchers monitored 535 students as they progressed through ninth, 10th and 12th grade to see how lack of sleep affected their academic performance and found that, regardless of how much high school students usually study each day, students who sacrifice sleep in order to hit the books are more likely to have academic problems the following day.

In a study published in the journal Child Development , researchers from the University of California in Los Angeles asked teenage participants to complete homework, sleep diaries and whether they experienced academic trouble for 14 days in each of the 9th, 10th and 12th grades.

Examples of academic problems participants reported included having trouble understanding something taught in class or performing poorly on a test, quiz or homework.

Results of the study showed that teenagers who regularly stayed up late to study were more likely to be confused in class or perform poorly on a test, which was opposite of the students' intent.

"Sacrificing sleep for extra study time is counterproductive," lead researcher Professor Andrew J. Fuligni, of the Jane and Terry Semel Institute of Neuroscience and Human Behavior at UCLA said in a statement. "Academic success may depend on finding strategies to avoid having to give up sleep to study, such as maintaining a consistent study schedule across days, using school time as efficiently as possible, and sacrificing time spent on other, less essential activities."

"As other studies have found, our results indicated that extra time spent studying cuts into adolescents' sleep on a daily basis, and it is this reduced sleep that accounts for the increase in academic problems that occurs after days of increased studying," he explained. "Although these nights of extra studying may seem necessary, they can come at a cost."

Researchers noted that the latest findings do not indicate that teens should spend less time studying overall, but that teens who frequently give up sleep to study are have academic problems the following day.

• Alzheimer's
• Amputation/Prosthetics

• Dengue Fever
• Dental Health
• Dermatological Disorders
• Developmental Disorders
• Digestive Disorders
• Down Syndrome

• Gastrointestinal Disorders
• Genetic Disorders
• Genital Warts
• Geriatric care
• Gerontology
• Gum Disease
• Gynecological Disorders
• Head And Neck Cancer

• Kidney Cancer
• Kidney Disease
• Knee Problems
• Lead Poisoning
• Liver Disease
• Low Testosterone
• Lung Cancer

• Macular Degeneration
• Men's Health
• Menstruation/Periods
• Mental Health
• Metabolic Disorders

• Pancreatic Cancer
• Parasitic Infections
• Parkinson's Disease
• Pediatric Diseases

• Schizophrenia
• Senior Health
• Sexual Health
• Sickle Cell Disease
• Skin Cancer
• Sleep Apnea

• Uterine Cancer
• Varicose Veins
• Viral Infection
• Women's Health
• Yeast Infection

Breaking News

Cutting back on sleep for school work is counterproductive

• Show more sharing options
• Copy Link URL Copied!

The old aphorism that “you snooze, you lose” doesn’t apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade.

Researchers from UCLA’s Jane and Terry Semel Institute for Neuroscience and Human Behavior enlisted students from three Los Angeles high schools to help them figure out whether academic performance suffered the day after a late night of studying.

It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development.

“Sacrificing sleep for studying seems to be counterproductive,” said Andrew J. Fuligni, a developmental psychologist at UCLA and the study’s senior author.

The researchers gave 535 teenagers checklists to keep track of their sleep and study time for three 14-day periods when they were in ninth, 10th and 12th grades.

The UCLA team found that regardless of how much time a high schooler normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test — the opposite of the student’s intent.

The researchers didn’t quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was “surprisingly greater.”

The relationship held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school.

The results rang true to Kai Daniels, a college-bound senior at the Los Angeles Center for Enriched Studies, a Mid-City magnet school. On occasions when she’s stayed up late to study, she’s had more trouble absorbing material in class, she said.

“I’d have to re-teach myself at night,” she said.

The finding “makes a lot of sense,” said Mona el-Sheikh, a professor of human development and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said.

Students who get too little sleep don’t have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said.

Fuligni said he could not disclose which schools took part in the research. The students varied in ethnic and economic backgrounds, as well as in their level of academic achievement. Their checklists revealed that study time did not change over the course of high school — the average was just over an hour per day — but sleep time decreased by an average of 41.4 minutes.

He said the research didn’t delve into why things got worse over time. But as the parent of a teenager, he offered several theories: Perhaps it’s because the work grows more challenging, or that the teenagers are biologically driven to stay up later but still have to rise early because of school start times. They also may have developed other interests, including jobs.

Most adolescents need just over nine hours of sleep a night, which 9% of high school students actually get, according to the National Sleep Foundation. Though a consistent study and sleep schedule are ideal, the demands that high school students face make that “infeasible,” the researchers wrote.

Fuligni suggested that students do their best to compensate by distributing study time evenly over the week. When extra time is needed, they should consider cutting back on an activity other than sleep. Fuligni’s previous research showed as many as four extra hours were available from time spent socializing, watching TV and helping the family.

Dad, how about you wash the dishes?

[email protected]

Mary MacVean is the former Mind & Body editor at the Los Angeles Times. She’s a runner and a cook, and has worked at The Times as morning assignment editor, web liaison, food writer and copy editor. She was a national editor and writer focusing on food at the Associated Press and a features editor and a columnist in Moscow, where she also ran a children’s cooking school. She left The Times in 2015.

More From the Los Angeles Times

California college campuses become lightning rods for Pro-Palestinian protests

May 1, 2024

Violence breaks out at UCLA after officials declare pro-Palestinian encampment ‘unlawful’

World & Nation

Police clear pro-Palestinian protesters from Columbia’s Hamilton Hall after occupation

April 30, 2024

With furry costumes, water jugs and tambourines, this tiny California college became a Gaza flashpoint

Advertisement

Sacrifice—but at what price? A longitudinal study of young adults’ sacrifice of basic psychological needs in pursuit of career goals

• Original Paper
• Published: 06 July 2019
• Volume 44 , pages 99–115, ( 2020 )

Cite this article

• Anne C. Holding 1 ,
• André St-Jacques 1 ,
• Jérémie Verner-Filion 2 ,
• Frank Kachanoff 3 &
• Richard Koestner   ORCID: orcid.org/0000-0002-8416-0057 1  

2375 Accesses

12 Citations

5 Altmetric

Explore all metrics

Great achievement is usually born of great sacrifice. Napoleon Hill.

Your success is determined by what you are willing to sacrifice for it. Anonymous.

Examining two, 3-wave prospective longitudinal samples of university students pursuing a career goal, we propose that young adults make personal sacrifices during goal pursuit. Specifically, we introduce the concept of basic psychological need sacrifice and suggest it is distinguishable from the sacrifice of maintenance and leisure activities. We found that sacrificing basic psychological needs had enduring affective and self-regulatory costs through the effect of increased need frustration over the academic year. Moreover, we found that the sacrifice of psychological needs stemmed from controlling motivational processes, such as extrinsic life aspirations, controlled career goal motivation (assessed at the start of the academic year) and controlled motivation for sacrificing (assessed midyear along with the three types of sacrifices). Psychological distress and need frustration were assessed at baseline and end-of-academic-year, while career goal progress was assessed at the end of the academic year. Implications of these findings for basic psychological needs theory are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Cross-lagged relationships between person-based resources, self-perceptions, and career and life satisfaction in young adults.

Changes in Life Goals Over College: A Comparison Between Men and Women Majoring in STEM

A Social Cognitive View of Career Development and Guidance

We did not find a moderating role for motivation for sacrifice. In other words, regardless of whether individuals felt more autonomous or controlled about sacrificing their needs, the sacrifice of psychological needs enhanced psychological distress and negatively impacted goal self-regulation.

Allison, P. D. (2003). Missing data techniques for structural equation modeling. Journal of Abnormal Psychology, 112, 545–557. https://doi.org/10.1037/0021-843X.112.4.545 .

Article   PubMed   Google Scholar  

Barnett, R. C., & Rivers, C. (1996). She works/he works: How two-income families are happier, healthier, and better-off . San Francisco, CA: Harper San Francisco.

Google Scholar  

Bartholomew, K. J., Ntoumanis, N., Cuevas, R., & Lonsdale, C. (2014). Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education, 37, 101–107.

Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37, 1459–1473.

PubMed   Google Scholar  

Basner, M., Fomberstein, K. M., Razavi, F. M., Banks, S., William, J. H., Rosa, R. R., et al. (2007). American time use survey: Sleep time and its relationship to waking activities. Sleep, 30, 1085–1095.

PubMed   PubMed Central   Google Scholar  

Björgvinsson, T., Kertz, S. J., Bigda-Peyton, J. S., McCoy, K. L., & Aderka, I. M. (2013). Psychometric properties of the CES-D-10 in a psychiatric sample. Assessment, 20, 429–436.

Brown, S. D., & Lent, R. W. (2016). Vocational psychology: Agency, equity, and well-being. Annual Review of Psychology, 67, 541–565.

Caproni, P. J. (1997). Work/life balance: You can’t get there from here. The Journal of Applied Behavioral Science, 33, 46–56.

Chen, B., Van Assche, J., Vansteenkiste, M., Soenens, B., & Beyers, W. (2015a). Does psychological need satisfaction matter when environmental or financial safety are at risk? Journal of Happiness Studies, 16, 745–766.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., et al. (2015b). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216–236.

Church, A. T., Katigbak, M. S., Locke, K. D., Zhang, H., Shen, J., de Jesús Vargas-Flores, J., et al. (2013). Need satisfaction and well-being: Testing self-determination theory in eight cultures. Journal of Cross-Cultural Psychology, 44, 507–534.

Cole, D. A., Ciesla, J. A., & Steiger, J. H. (2007). The insidious effects of failing to include design-driven correlated residuals in latent-variable covariance structure analysis. Psychological Methods, 12, 381–398.

Csikszentmihalyi, M. (1997). The masterminds series. Finding flow: The psychology of engagement with everyday life . New York, NY, US: Basic Books.

Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56, 815.

Eldridge, L. P., & Pabilonia, S. W. (2010). Bringing work home: Implications for BLS productivity measures. Monthly Labor Review, 133, 18–35.

Erikson, E. H. (1959). Identity and the life cycle . New York, NY: International University Press.

Gilbert, S. P., & Weaver, C. C. (2010). Sleep quality and academic performance in university students: A wake-up call for college psychologists. Journal of College Student Psychotherapy, 24, 295–306.

Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69–119.

Graham, J. W. (2003). Adding missing-data relevant variables to FIML-based structural equation models. Structural Equation Modeling, 10, 80–100.

Gunnell, K. E., Crocker, P. R., Wilson, P. M., Mack, D. E., & Zumbo, B. D. (2013). Psychological need satisfaction and thwarting: A test of basic psychological needs theory in physical activity contexts. Psychology of Sport and Exercise, 14, 599–607.

Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26–36.

Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117, 32–60.

Heckhausen, J., Wrosch, C., & Schulz, R. (2019). Agency and motivation in adulthood and old age. Annual Review of Psychology, 70, 191–217.

Hein, V., Koka, A., & Hagger, M. S. (2015). Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42, 103–114.

Hermon, D. A., & Davis, G. A. (2004). College student wellness: A comparison between traditional-and nontraditional-age students. Journal of College Counseling, 7, 32–39.

Holding, A. C., Fortin, J. A., Carpentier, J., Hope, N., & Koestner, R. (2019a). Letting go of gold: Examining the role of autonomy in elite athletes’ disengagement from their athletic careers and well-being in retirement. Journal of Clinical Sport Psychology . https://doi.org/10.1123/jcsp.2018-0029 .

Article   Google Scholar  

Holding, A. C., Hope, N. H., Harvey, B., Marion-Jetten, A. S., & Koestner, R. (2017). Stuck in limbo: Motivational antecedents and consequences of experiencing action crises in personal goal pursuit. Journal of Personality, 85, 893–905.

Holding, A. C., Hope, N., Verner-Filion, J., & Koestner, R. (2019b). In good time: A longitudinal investigation of trait self-control in determining changes in motivation quality. Personality and Individual Differences, 139, 132–137.

Hope, N. H., Holding, A. C., Verner-Filion, J., Sheldon, K. M., & Koestner, R. (2019). The path from intrinsic aspirations to subjective well-being is mediated by changes in basic psychological need satisfaction and autonomous motivation: A large prospective test. Motivation and Emotion, 43, 232–241.

Hope, N. H., Milyavskaya, M., Holding, A. C., & Koestner, R. (2014). Self-growth in the college years: Increased importance of intrinsic values predicts resolution of identity and intimacy stages. Social Psychological and Personality Science, 5, 705–712.

Hope, N. H., Milyavskaya, M., Holding, A. C., & Koestner, R. (2016). The humble path to progress: Goal-specific aspirational content predicts goal progress and goal vitality. Personality and Individual Differences, 90, 99–107.

Jiang, J., Song, Y., Ke, Y., Wang, R., & Liu, H. (2016). Is disciplinary culture a moderator between materialism and subjective well-being? A three-wave longitudinal study. Journal of Happiness Studies, 17, 1391–1408.

Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal of Personality and Social Psychology, 65, 410–422.

Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280–287.

Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.

Koestner, R., Lekes, N., Powers, T. A., & Chicoine, E. (2002). Attaining personal goals: Self-concordance plus implementation intentions equals success. Journal of Personality and Social Psychology, 83, 231–244.

Koestner, R., Powers, T. A., Carbonneau, N., Milyavskaya, M., & Chua, S. N. (2012). Distinguishing autonomous and directive forms of goal support: Their effects on goal progress, relationship quality, and subjective well-being. Personality and Social Psychology Bulletin, 38, 1609–1620.

Koestner, R., Powers, T. A., Milyavskaya, M., Carbonneau, N., & Hope, N. (2015). Goal internalization and persistence as a function of autonomous and directive forms of goal support. Journal of Personality, 83, 179–190.

Kofman, Y., & Bianchi, S. M. (2012). Time use of youths by immigrant and native-born parents: ATUS results. Monthly Labor Review/US Department of Labor, Bureau of Labor Statistics, 135, 3–24.

Legault, L., Ray, K., Hudgins, A., Pelosi, M., & Shannon, W. (2017). Assisted versus asserted autonomy satisfaction: Their unique associations with wellbeing, integration of experience, and conflict negotiation. Motivation and Emotion, 41, 1–21.

Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14, 12–35.

Lent, R. W., & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16, 6–21.

Mabbe, E., Soenens, B., Vansteenkiste, M., van der Kaap-Deeder, J., & Mouratidis, A. (2018). Day-to-day variation in autonomy-supportive and psychologically controlling parenting: The role of parents’ daily experiences of need satisfaction and need frustration. Parenting, 18, 86–109.

Mackinnon, A., Jorm, A. F., Christensen, H., Korten, A. E., Jacomb, P. A., & Rodgers, B. (1999). A short form of the positive and negative affect schedule: Evaluation of factorial validity and invariance across demographic variables in a community sample. Personality and Individual Differences, 27, 405–416.

Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551–558.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.

Mennino, S. F., & Brayfield, A. (2002). Job-family trade-offs: The multidimensional effects of gender. Work and Occupations, 29, 226–256.

Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387–391.

Muthén, L. K., & Muthén, B. O. (2012). MPlus. The comprehensive modeling program for applied researchers: User’s guide (5th ed.). Los Angeles, CA: Muthén & Muthén.

Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. Flow and the foundations of positive psychology (pp. 239–263). Dordrecht: Springer.

Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43, 291–306.

Rasskazova, E., Ivanova, T., & Sheldon, K. (2016). Comparing the effects of low-level and high-level worker need-satisfaction: A synthesis of the self-determination and Maslow need theories. Motivation and Emotion, 40, 541–555.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness . New York, NY: Guilford Publications.

Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal: An organismic perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 7–26). New York, NY: Guilford Press.

Ryan, R. M., Soenens, B., & Vansteenkiste, M. (2019). Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business. Journal of Personality, 87, 115–145.

Salmela-Aro, K., Mutanen, P., Koivisto, P., & Vuori, J. (2010). Adolescents’ future education-related personal goals, concerns, and internal motivation during the “towards working life” group intervention. European Journal of Developmental Psychology, 7, 445–462.

Saragovi, C., Koestner, R., Di Dio, L., & Aubé, J. (1997). Agency, communion, and well-being: Extending Helgeson’s (1994) model. Journal of Personality and Social Psychology, 73, 593.

Sheldon, K. M. (2014). Becoming oneself: The central role of self-concordant goal selection. Personality and Social Psychology Review, 18, 349–365.

Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology, 76, 482–497.

Sheldon, K. M., & Hilpert, J. C. (2012). The balanced measure of psychological needs (BMPN) scale: An alternative domain general measure of need satisfaction. Motivation and Emotion, 36, 439–451.

Sheldon, K. M., & Krieger, L. S. (2004). Does legal education have undermining effects on law students? Evaluating changes in motivation, values, and well-being Behavioral Sciences & the Law, 22, 261–286.

Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883–897.

Sheldon, K. M., & Krieger, L. S. (2014). Service job lawyers are happier than money job lawyers, despite their lower income. The Journal of Positive Psychology, 9, 219–226.

Sheldon, K. M., Ryan, R. M., Deci, E. L., & Kasser, T. (2004). The independent effects of goal contents and motives on well-being: It’s both what you pursue and why you pursue it. Personality and Social Psychology Bulletin, 30, 475–486.

Super, D. E., Osborne, W. L., Walsh, D. J., Brown, S. D., & Niles, S. G. (1992). Developmental career assessment and counseling: The C-DAC model. Journal of Counseling & Development, 71, 74–80.

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York, NY: Allyn & Bacon.

United States Bureau of Labor Statistics. (2018). American time use survey user’s guide: Understanding ATUS 2003 to 2017 . Retrieved from https://www.bls.gov/tus/atususersguide.pdf .

van der Kaap-Deeder, J., Vansteenkiste, M., Soenens, B., & Mabbe, E. (2017). Children’s daily well-being: The role of mothers’, teachers’, and siblings’ autonomy support and psychological control. Developmental Psychology, 53, 237.

Vandenkerckhove, B., Soenens, B., Van der Kaap-Deeder, J., Brenning, K., Luyten, P., & Vansteenkiste, M. (2019). The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal) adjustment. Learning and Individual Differences, 69, 69–83.

VanKim, N. A., & Nelson, T. F. (2013). Vigorous physical activity, mental health, perceived stress, and socializing among college students. American Journal of Health Promotion, 28, 7–15.

Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., Witte, H., & Broeck, A. (2007). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational and Organizational Psychology, 80, 251–277.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070.

Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17.

Zumbo, B. D. (1999). The simple difference score as an inherently poor measure of change: Some reality, much mythology. Advances in Social Science Methodology, 5, 269–304.

Download references

Acknowledgements

The first study of this paper served as the Master’s thesis for André St-Jacques who was supported by a fellowship from the Social Sciences and Humanities Research Council of Canada (SSHRC). This research was supported by a grant to Richard Koestner from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Le Fonds de Recherche du Québec—Société et Culture (FQRSC-Quebec).

Author information

Authors and affiliations.

Department of Psychology, McGill University, 2001 McGill College Avenue, Montreal, QC, H3A 1G1, Canada

Anne C. Holding, André St-Jacques & Richard Koestner

Université du Québec en Outaouais, Gatineau, Canada

Jérémie Verner-Filion

Northwestern University, Evanston, USA

Frank Kachanoff

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Anne C. Holding .

Ethics declarations

Conflict of interest:.

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

See Tables  2 and 3 ; Figs.  3 and 4 .

Confirmatory factor analysis (CFA) of three types of sacrifice in sample 2. * p  < .05; ** p  < .01; *** p  < .001

Confirmatory factor analysis (CFA) of need sacrifice and need frustration in sample 2. * p  < .05; ** p  < .01; *** p  < .001

Rights and permissions

Reprints and permissions

About this article

Holding, A.C., St-Jacques, A., Verner-Filion, J. et al. Sacrifice—but at what price? A longitudinal study of young adults’ sacrifice of basic psychological needs in pursuit of career goals. Motiv Emot 44 , 99–115 (2020). https://doi.org/10.1007/s11031-019-09777-7

Download citation

Published : 06 July 2019

Issue Date : February 2020

DOI : https://doi.org/10.1007/s11031-019-09777-7

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Self-determination theory
• Need sacrifice
• Basic psychological needs theory
• Need frustration
• Career goals
• Find a journal
• Publish with us
• Track your research

Stay up to date with notifications from The Independent

Notifications can be managed in browser preferences.

UK Edition Change

• UK Politics
• News Videos
• Paris 2024 Olympics
• Rugby Union
• Sport Videos
• John Rentoul
• Mary Dejevsky
• Andrew Grice
• Sean O’Grady
• Photography
• Theatre & Dance
• Culture Videos
• Food & Drink
• Health & Families
• Royal Family
• Electric Vehicles
• Car Insurance deals
• Lifestyle Videos
• UK Hotel Reviews
• News & Advice
• Simon Calder
• Australia & New Zealand
• South America
• C. America & Caribbean
• Middle East
• Politics Explained
• News Analysis
• Today’s Edition
• Home & Garden
• Broadband deals
• Fashion & Beauty
• Travel & Outdoors
• Sports & Fitness
• Sustainable Living
• Climate Videos
• Solar Panels
• Behind The Headlines
• On The Ground
• Decomplicated
• You Ask The Questions
• Binge Watch
• Travel Smart
• Watch on your TV
• Crosswords & Puzzles
• Most Commented
• Newsletters
• Ask Me Anything
• Virtual Events
• Betting Sites
• Online Casinos
• Wine Offers

Thank you for registering

Please refresh the page or navigate to another page on the site to be automatically logged in Please refresh your browser to be logged in

Young people prepared to sacrifice ‘vital life skills’ to cope with exam pressures, study finds

Only 11% of parents feel well prepared to help their children in the coming academic year  , article bookmarked.

Find your bookmarks in your Independent Premium section, under my profile

For free real time breaking news alerts sent straight to your inbox sign up to our breaking news emails

Sign up to our free breaking news emails, thanks for signing up to the breaking news email.

Young people in the UK are under so much pressure to excel in exams that they’re sacrificing vital life skills, experiences, healthy relationships, and even their own happiness, warns new research.

The intergenerational study from the National Citizen Service (NCS) shows that, for 76 per cent of 15 to 17-year-olds, studying hard for good results is their biggest priority in the coming year for which they will cut out friendships, family time, hobbies, and even sleep to achieve this.

Just over half felt school work must come before anything else if they want to do well in the future, while only 39 per cent of this age group think being happy is more important than good grades.

• Read more Majority of students feel UK education is not preparing them for work

Startlingly, just 16 per cent see trying to achieve a healthy balance between studying and socialising as a priority, yet only half believe they currently have that balance right, suggesting young people are struggling to juggle the demands of young adulthood.

The research also shows half of British parents believe their child should put school or college work before everything else if they want to do well in the future. Only 13 per cent of parents think their child spending time on hobbies and non-school interests is of importance, and 12 per cent think they should prioritise taking part in activities to help them develop practical skills for the future.

The research has being released as the new academic year starts and 15 to 17-year-olds are beginning GCSE or AS/A-level programmes of study, a time when 28 per cent of this age group say they feel anxious or nervous. One in ten girls have reported feeling scared, and just 13 per cent of 15 to 17-year-olds feel optimistic about the year ahead. Even parents are worrying; 28 per cent feel anxious about tackling the new academic year. Surprisingly, only 11 per cent of parents feel well prepared.

• GCSE results: Almost all young people believe not enough is being done to help them find their first job
• GCSE and A-level results: Female school-leavers urged to consider benefits of apprenticeships
• GCSE results 2016: What to do if they haven’t gone the way you expected
• A-level results day: the 5 things students should not do
• National Student Survey 2016: Universities with the most satisfied students revealed

Natasha Kizzie, director of marketing at NCS Trust, described how the results have shown there is added pressure on parents to help guide their teens through “these challenging years.” She added: “We’re launching a campaign in the hope of highlighting the importance of trying to find a good life balance at an early age, and providing parents with expert tips and advice on how to help their teens achieve this.

“While it’s essential parents and teachers instil an understanding of the value of hard work for later success in life, it’s concerning that so many parents and teenagers are failing to recognise the importance of developing a healthy balance between school work and other activities that can develop broader skills for work and independent living.”

NCS’s conclusions are supported by the findings of a longitudinal study of young people published by the Department for Education (DfE) which identified how Year 10 students in 2014 held a distinctly “work focused” attitude, more so than that held by their counterparts in 2005. The DfE paper also indicated the mental wellbeing of the students surveyed - particularly that of girls - had worsened over the ten-year period.

Professor Tanya Byron, child and adolescent clinical psychologist, highlighted how many teens want to work hard and do well for themselves academically, which is to be celebrated. However, she added: “It is also worrying to find they view this with such anxiety in terms of their future success, that they are prepared to do this at the expense of other developmentally crucial activities.

“We cannot allow our children and young people to prioritise their IQ over their EQ [emotional intelligence]. Building EQ is fundamental for emotional and psychological well being in order to give our younger generation the skills to navigate the developmental and social demands placed on them within a competitive and, at times, anxious and uncertain world.”

Visit the NCS site for more informaion on how to get involved

Join our commenting forum

Join thought-provoking conversations, follow other Independent readers and see their replies

Subscribe to Independent Premium to bookmark this article

Want to bookmark your favourite articles and stories to read or reference later? Start your Independent Premium subscription today.

New to The Independent?

Or if you would prefer:

Want an ad-free experience?

Hi {{indy.fullName}}

• My Independent Premium
• Account details
• Help centre

Tel: 024.7300.7989 - Phone: 1800.6947 (Thời gian hỗ trợ từ 7h đến 22h)

2K7 ÔN LUYỆN ĐGTD & ĐGNL

Khoá video (nằm trong lộ trình sun 2025), 2k6 ôn luyện đgnl, đgtd - 2024, lớp 12 - luyện thi tn thpt - đh, đgnl & đgtd.

T Chính T Tùng T Đăng T Huy T Toản T Nguyên

C Xuân C Ngọc Anh T Kiều C Thuỷ C Phương C Thắng C Phượng

Thầy Tùng Thầy Chất Thầy Duy

Cô Thu Thầy Hiển Thầy Quang

C Thuỷ C Quỳnh Anh C Phương

T Toản T Vinh T Bích C Loan T Long

T Hải C Kim Anh C Châu T Hiếu

T Nam T Phong C Linh C Thanh

Thầy Phương

Lớp 12 – Luyện thi TN THPT & ĐH 2024

T Chính T Chí T Cường T Thắng T Nguyên

Cô Xuân Cô Phượng Cô Thắng Cô Phương

Thầy Chất Thầy Tùng

Cô Phương Thầy Linh Cô Thủy

Thầy Toản Thầy Thế Anh

Thầy Hải Thầy Mạnh

Thầy Hòa Thầy Nam Thầy Phong

Lớp 12 – LIVE PRO

Lớp 11 - 2k8.

T Chính T Tùng T Đăng T Huy T Toản T Chí T Nguyên

Cô Xuân Cô Ngọc Anh Cô Linh Cô Diễm

Thầy Linh Cô Thủy Cô Quỳnh Anh Cô Loan

Thầy Toản Cô Loan Thầy Vinh Thầy Long Thầy Bích

Thầy Hải Cô Châu Thầy Hoạch

Thầy Phong Cô Thanh Cô Linh

Tiết kiệm đến 61%

Lớp 10 - 2K9

T Chính T Toản T Nguyên C Hương

Cô Xuân Cô Huế Cô Kiều Thắng

Thầy Tùng Thầy Duy Thầy Chất

Cô Phương Cô Hương Thủy Cô Loan

Thầy Toản Cô Loan Thầy Vinh Thầy Bích

Thầy Hải Thầy Hoạch

Thầy Nam Cô Linh Cô Thanh

NỀN TẢNG LỚP 9 - LUYỆN THI VÀO 10

T Bảo C Loan C Hương C Yến

C Hương C Thảo C Hà C Hoàn C Thắng C Linh

T Tùng T Chất T Duy C Châu

C Tạ Thuỷ C Lan C Giang C Hương Thuỷ

T Hiển T Quang C Thanh

Tiết kiệm đến 66%

Lớp 9 – Luyện thi vào 10 - 2024

Thầy Cường Thầy Đông Thầy Bảo

Cô Hoàn Thầy Long Cô Linh Cô Lan

Cô Hòa Cô Tạ Thủy Cô Hương Thủy Cô Hà

Cô Loan Thầy Vinh

Tiết kiệm đến 77%

Lớp 9 – Luyện thi vào 10 - 2023

Lớp 8 - 2k11.

Thầy Bảo Cô Loan Cô Hải Cô Yến

Cô Hương Cô Hà Cô Phương Cô Thảo Cô Hoàn

Thầy Quang Thầy Hiển Cô Thanh Cô Vân Anh

Cô Lan Cô Hương Cô Giang

Thầy Tùng Thầy Chất Thầy Bích Cô Châu

Tiết kiệm đến 64%

Lớp 7 - 2K12

Thầy Bảo Cô Nhung Cô Trang Cô Yến

Cô Hương Cô Hà Phương Cô Vũ Xuân

Cô Tạ Thủy Cô Mai Hương

T Bích T Hoạch T Hải T Tùng T Chất C Trang C Hương

Tiết kiệm đến 68%

Lớp 6 - 2K13

Cô Hương Cô Ngọc Anh Cô Sinh Cô Xuân

Thầy Quang Thầy Hiển Thầy Phong Thầy Nam

Cô Thủy Cô Giang

Cô Loan Thầy Vinh Thầy Hải Thầy Tùng Thầy Chất

Lớp 5 - 2K13

Cô Phạm Thủy Cô Nhuần Cô Sao Mai

Cô Hương Cô Linh Cô Hoàn

Cô Phạm Thủy Cô Tô Thủy

Tiết kiệm đến 65%

Lớp 5 - 2K14 - 2025

C Mai C Liên C Ly C Nhuần T Thường

T Thảo C Trang C Thuỷ

Tiết kiệm đến 63%

Lớp 4 - 2K15

Cô Mai Cô Liên Cô Ly Thầy Thường

Cô Hương Cô Ngọc

Cô Thảo Cô Trang

Tiết kiệm đến 58%

Lớp 3 - 2K16

Cô Ly   Cô Thủy   Thầy Thường

Cô Thủy   Cô Thảo   Cô Hoa

Tiết kiệm đến 56%

Lớp 2 - 2K17

Cô Huyền   Cô Thảo

Tiết kiệm đến 41%

Lớp 1 - 2K18

• LỚP 12 - ÔN THI ĐGNL, ĐGTD
• Lớp 12 - Luyện thi TN THPT&ĐH
• Mã kích hoạt
• 2K7! Chính thức Ra mắt Lộ trình Sun 2025! Luyện Thi TN THPT - ĐGNL - ĐGTD
• 2K7! HOT! Mở Đặt Chỗ Sớm Lộ Trình Sun 2025! Ưu đãi tới 69%
• Khoá học trực tuyến cấp Tiểu học và THCS năm học 2024-2025
• Khoá học trực tuyến cấp Tiểu học năm học 2024-2025
• Khoá học trực tuyến cấp THCS năm học 2024 - 2025
• Tặng Miễn Phí Bộ Đề Ôn Thi Cuối Học Kỳ II Năm Học 2023-2024
• 2K6! Lộ Trình Sun 2024 - Ba bước luyện thi TN THPT - ĐH ít nhất 25 điểm
• 2K9 Chú ý! Khoá Học Bứt Phá Nền Tảng Lớp 9, Công Phá Thi Đỗ Lớp 10
• 2K11 Ơi! Bứt Phá Lớp 7 Năm Học 2023 - 2024
• 2K12! Bứt Phá Lớp 6 Năm Học 2023 - 2024
• Chương Trình Học Tốt Trung Học Cơ Sở Năm Học 2023-2024
• Lộ Trình Học Bứt Phá Lớp 2-9 Năm Học 2023-2024
• 2K7! Bứt Phá Lớp 11 2024! Chương trình mới (VOD + LIVE)
• 2K10! Bứt Phá Lớp 8 Năm Học 2023 - 2024
• 2K8! Bứt phá lớp 10! Chương trình mới (VOD + LIVE)
• Chương trình học tốt tiểu học năm học 2023-2024
• 2K13! Bứt Phá Lớp 5 Năm Học 2023 - 2024
• 2K14! Bứt Phá Lớp 4 Năm Học 2023 - 2024
• 2K15! Bứt Phá Lớp 3 Năm Học 2023 - 2024
• 2K16! Bứt Phá Lớp 2 Năm Học 2023 - 2024
• Học trực tuyến lớp 11 đủ môn cùng Thầy Cô giỏi, nổi tiếng
• Khai giảng các khóa lớp 9 Toán - Lý - Hóa - Văn - Anh năm 2018
• Khai giảng khóa Ngữ văn 7 - xây nền vững chắc cho tương lai!
• Luyện thi vào lớp 10 môn Toán, Văn, Hóa, Anh, Lý với giáo viên giỏi và nổi tiếng

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 39 to 43. New research has indicated that students who sacrifice sleep in order to cram for exams may be doing more harm than good. The study, which explores the link between sleep and memory, was recently published by scientists at Harvard Medical School. According to their findings, people who deprive themselves of sleep so that they can study until the last minute are unlikely to remember anything that would improve their performance, while suffering the crippling effects of fatigue . The research indicates that the brain requires good-quality sleep after practicing a task to effectively learn and improve at it. Those who substitute study for sleep, particularly those who miss deep or "slow-wave" sleep will get little benefit from their extra effort. The results, which have been published in the scientific journal Nature Neuroscience, support the growing body of evidence suggesting that sleep is crucial to the learning process. Professor Stickgold, who led the study, suggests that a good night's sleep immediately after learning is essential for embedding new skills in the memory. He explains that the first night's sleep is crucial in the process of memory consolidation, adding that memories may not be retained unless they are "nailed down" by certain processes. Based on the findings, it seems that sleep is one such process that plays a crucial role in solidifying new information in the memory.

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 39 to 43.

New research has indicated that students who sacrifice sleep in order to cram for exams may be doing more harm than good. The study, which explores the link between sleep and memory, was recently published by scientists at Harvard Medical School.

According to their findings, people who deprive themselves of sleep so that they can study until the last minute are unlikely to remember anything that would improve their performance, while suffering the crippling effects of fatigue . The research indicates that the brain requires good-quality sleep after practicing a task to effectively learn and improve at it. Those who substitute study for sleep, particularly those who miss deep or "slow-wave" sleep will get little benefit from their extra effort.

The results, which have been published in the scientific journal Nature Neuroscience, support the growing body of evidence suggesting that sleep is crucial to the learning process. Professor Stickgold, who led the study, suggests that a good night's sleep immediately after learning is essential for embedding new skills in the memory. He explains that the first night's sleep is crucial in the process of memory consolidation, adding that memories may not be retained unless they are "nailed down" by certain processes. Based on the findings, it seems that sleep is one such process that plays a crucial role in solidifying new information in the memory.

Câu 1: 1 The word " they " in paragraph 2 refers to _______.

D. scientists

• Xem lời giải

Giải chi tiết:

A. business /ˈbɪznəs/

B. company /ˈkʌmpəni/

C. discussion /dɪˈskʌʃn/

D. hesitate /ˈhezɪteɪt/

Đáp án C có trọng âm rơi vào âm tiết thứ hai, các đáp án còn lại trọng âm rơi vào âm tiết thứ 1.

Mẹo : Viết lời giải với bộ công thức đầy đủ tại đây

2 Bình luân

Câu 2: The word " fatigue " in paragraph 2 is closest in meaning to _______.

A. tiredness

C. happiness

Từ " fatigue " trong đoạn 2 gần nghĩa nhất với _______.

C. hạnh phúc

D. buồn chán

According to their findings, people who deprive themselves of sleep so that they can study until the last minute are unlikely to remember anything that would improve their performance, while suffering the crippling effects of fatigue .

Theo phát hiện của họ, những người tự tước đi giấc ngủ để có thể học cho đến phút cuối cùng sẽ không thể nhớ bất cứ điều gì có thể cải thiện hiệu suất của họ, đồng thời chịu tác động làm tê liệt của sự mệt mỏi.

0 Bình luân

Câu 3: According to paragraph 2, what did the Harvard Medical School discover?

A. Those who study instead of sleeping have little chance of passing their exams.

B. 'Deep sleep' is not essential for studying and memory recollection.

C. People will have a better memory if they sleep only 3 hours a day.

D. Exhaustion is the biggest reason why students fail their exams.

Theo đoạn 2, Trường Y Harvard đã khám phá ra điều gì?

A. Những người học thay vì ngủ có ít cơ hội vượt qua kỳ thi của họ.

B. 'Giấc ngủ sâu' không cần thiết cho việc học tập và hồi tưởng trí nhớ.

C. Con người sẽ có trí nhớ tốt hơn nếu họ chỉ ngủ 3 tiếng mỗi ngày.

D. Kiệt sức là lý do lớn nhất khiến học sinh trượt kỳ thi.

Nghiên cứu mới đã chỉ ra rằng những sinh viên hy sinh giấc ngủ để nhồi nhét cho kỳ thi có thể gây hại nhiều hơn là có lợi. Nghiên cứu khám phá mối liên hệ giữa giấc ngủ và trí nhớ, được các nhà khoa học tại Trường Y Harvard công bố gần đây.

Câu 4: Which of the following is NOT mentioned, according to the passage?

A. It's not a good idea for students to stay up late to study for their exams instead of sleeping.

B. Sleep kickstarts a process of memory retention.

C. A good night's sleep is vital if a person wants to improve their memory.

D. Sleep is the only thing that can help a learner process new information.

Điều nào sau đây KHÔNG được đề cập, theo đoạn văn?

A. Học sinh thức khuya học bài thay vì ngủ không phải là một ý hay.

B. Giấc ngủ bắt đầu quá trình lưu giữ bộ nhớ.

C. Một giấc ngủ ngon là rất quan trọng nếu một người muốn cải thiện trí nhớ của họ.

D. Giấc ngủ là thứ duy nhất có thể giúp người học xử lý thông tin mới.

Các kết quả đã được công bố trên tạp chí khoa học Nature Neuroscience, ủng hộ bằng chứng ngày càng tăng cho thấy giấc ngủ rất quan trọng đối với quá trình học tập. Giáo sư Stickgold, người đứng đầu cuộc nghiên cứu, gợi ý rằng một giấc ngủ ngon ngay sau khi học là điều cần thiết để ghi nhớ những kỹ năng mới. Ông giải thích rằng giấc ngủ đêm đầu tiên rất quan trọng trong quá trình củng cố trí nhớ, đồng thời nói thêm rằng ký ức có thể không được giữ lại trừ khi chúng được "đóng đinh" bởi một số quy trình nhất định. Dựa trên những phát hiện này, có vẻ như giấc ngủ là một trong những quá trình đóng vai trò quan trọng trong việc củng cố thông tin mới trong bộ nhớ.

Câu 5: What could be the best title for the passage?

A. Sleep Better than Late-night Studying before Exams

B. How to Have a Good Sleep on Eve of Exams

C. Pressure among Students at School

D. Tips to Succeed on Exam Day

Điều gì có thể là tiêu đề phù hợp nhất cho đoạn văn?

A. Ngủ ngon hơn học bài khuya trước ngày thi

B. Làm thế nào để có một giấc ngủ ngon vào đêm trước kỳ thi

C. Áp lực giữa các học sinh ở trường

D. Mẹo để Thành công trong Ngày thi

Nội dung dịch:

Theo phát hiện của họ, những người tự tước đi giấc ngủ để có thể học cho đến phút cuối cùng sẽ không thể nhớ bất cứ điều gì có thể cải thiện hiệu suất của họ, đồng thời chịu tác động làm tê liệt của sự mệt mỏi. Nghiên cứu chỉ ra rằng bộ não cần có một giấc ngủ ngon sau khi thực hành một nhiệm vụ để học hỏi và cải thiện nó một cách hiệu quả. Những người thay thế việc học bằng giấc ngủ, đặc biệt là những người bỏ lỡ giấc ngủ sâu hoặc "sóng chậm" sẽ nhận được rất ít lợi ích từ nỗ lực bổ sung của họ.

>> Luyện thi TN THPT & ĐH năm 2024 trên trang trực tuyến Tuyensinh247.com. Học mọi lúc, mọi nơi với Thầy Cô giáo giỏi, đầy đủ các khoá: Nền tảng lớp 12; Luyện thi chuyên sâu; Luyện đề đủ dạng; Tổng ôn chọn lọc.

Câu hỏi trước Câu tiếp theo

Hỗ trợ - Hướng dẫn

• Tel: 024.7300.7989

(Thời gian hỗ trợ từ 7h đến 22h ) Email: [email protected]

Đăng ký tài khoản

Nạp tiền vào tài khoản

Cơ quan chủ quản: Công ty Cổ phần công nghệ giáo dục Thành Phát

• CS mua khóa học
• CS trả và đổi khóa học
• CS dữ liệu cá nhân
• CS bảo đảm sản phẩm
• Hình thức thanh toán
• CS bảo đảm Live Pro 9+

Tel: 024.7300.7989 - Hotline: 1800.6947

Email: [email protected]

Văn phòng: Tầng 7 - Tòa nhà Intracom - Số 82 Dịch Vọng Hậu - Cầu Giấy - Hà Nội

Giấy phép cung cấp dịch vụ mạng xã hội trực tuyến số 337/GP-BTTTT do Bộ Thông tin và Truyền thông cấp ngày 10/07/2017. Giấy phép kinh doanh giáo dục: MST-0106478082 do Sở Kế hoạch và Đầu tư cấp ngày 24/10/2011. Chịu trách nhiệm nội dung: Phạm Đức Tuệ.

Gọi ngay 18006947

Chat trực tiếp với tư vấn viên

Chat qua facebook Messenger

Chat với chúng tôi qua Zalo

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

7 Sacrifices every student has to bring and why that's completely okay

Related Papers

Erin Graybill Ellis

The lived experiences of graduate student mothers and their unique challenges in comparison to working or faculty mothers are explored through their own words utilizing the theoretical perspective of Dorothy E. Smith. Their jobs as graduate students are rarely viewed as ‘real’ work outside of academia, they face financial woes due to low pay and high student loan debt. Graduate school and motherhood have cultural expectations of a full-time commitment and these incompatible idealizations leave graduate student mothers feeling incapable of meeting the cultural expectations of being a ‘good’ mother and ‘good’ graduate student. Through in-depth, semi-structured, intensive interviews with twelve graduate student mothers, I explored how graduate student mothers negotiate conflicting roles, how their lives are shaped by cultural expectations of a ‘good mother,’ departmental, graduate school, and university policies, how they attempt to find balance, and what roles support systems play in their successes or struggles.

Ahmed OUARET

In this book, you can find information about the major milestones in your PhD trajectory, and how to reach them.

EMANUELA MORINI

Naomi Godden

HAPS Educator

Marc Behrendt , Krisanna Machtmes

Many university students begin the pre-nursing anatomy and physiology course unprepared for the pace and intensity. In a voluntary writing activity on the last day of the two-semester anatomy and physiology class, students were asked to write a letter to the next year's students to offer advice on how to pass the course, no further direction or guidance of what to write was provided. Data consisted of 283 open letters containing each student's voice, broken down into in vivo codes. Several themes emerged from the codes. Essays recognized the value of study and learning skills, while also voicing negative affective feelings towards the anatomy and physiology course, suggesting that many students were unprepared for this college level course. This study informs anatomy instructors of student preparation and attitude toward an anatomy and physiology course.

Hasan Çelik

ABDUL MUJIB

A Learning Strategy is a student's approach to learning and using information. Students use Learning Strategies to help them understand information and solve problems. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning Strategy instruction focuses on making students more active learners by teaching them how to learn and how to use what they have learned to be successful. Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful. The Learning Strategies Curriculum has the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction. The curriculum is divided into strands, or categories of skills. One strand addresses how students acquire information. It includes strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, ask questions and make predictions about text information, and identify unknown words in text. A second strand helps students study information once they acquire it. It includes strategies for developing mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary. These strategies help prepare students for tests. A third strand helps students express themselves. It includes strategies to help students write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests. No single strategy is a panacea. For example, we have reading strategies that help students figure out what a word is, comprehend what they're reading, acquire vocabulary, and understand the structure of text. All of these strategies are essential for a well-integrated, balanced reading program. Likewise, an array of strategies in other areas is necessary for student success MODELS AND ROOM INSTRUCTIONS Models of Instruction Modeling is an instructional strategy in which the teacher demonstrates a new concept or approach to learning and students learn by observing. Instruction was defined as "the purposeful direction of the learning process" and is one of the major teacher class activities (along with planning and management). Professional educators have developed a variety of models of instruction, each designed to produce classroom learning. Joyce, Weil, and

Lot's Wife

Md Roysul Islam

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• International edition
• Australia edition
• Europe edition

Study shows human sacrifice was less likely in more equal societies

The more egalitarian a society, the smaller the chance its citizens being ritually burned, bludgeoned or crushed to death under a new canoe, research shows

Ritual human sacrifice played a powerful role in the construction and maintenance of stratified societies, according to new research.

The more egalitarian the society, the less likely it was that a human being would be chosen to die for it; the more stratified and rigid, the more likely someone from the lower orders would be selected as a sacrificial victim, scientists from Australian and New Zealand report.

They analysed data and observations from 93 traditional cultures that flourished from Taiwan to Madagascar, and from New Zealand to Hawaii to Easter Island, to confirm the hypothesis that human sacrifice “stabilises social stratification once stratification has arisen, and promotes a shift to strictly inherited class systems.”

And they add, in their paper in Nature : “Whilst evolutionary theories of religion have focused on the functionality of prosocial and moral beliefs, our results reveal a darker link between religion and the evolution of modern hierarchical societies.”

Joseph Watts of the University of Auckland and colleagues acknowledge that human sacrifice featured in many early human societies: Germanic, Arab, Turkic, Inuit, African, Chinese and Japanese, and in North, Central and South America. But archaeological records cannot always distinguish between ritual human sacrifice and any other violent death.

So they focused on what they called the Austronesian cultures, because these have been well-studied, and share a common origin. These cultures spread from an ancestral homeland in Taiwan, across a range of environments from tiny atolls to continents, and evolved into small, egalitarian, family-based cultures and into highly complex political structures, distributed across a vast area, encompassing more than half the world’s longitude and a third of its latitude.

Religious beliefs were remarkably diverse, but the practice of human sacrifice – recorded in 43% of them - was widespread. So were the methods of sacrifice. These included “burning, drowning, strangulation, bludgeoning, burial, being crushed under a newly built canoe, being cut to pieces, as well as being rolled off the roof of a house and then decapitated.”

And there was a lot of overlap between religious and political authority. “For example in Polynesia, it was often believed chiefs were descended from gods. Human sacrifices were generally orchestrated by social elites such as chiefs or priests and victims were chosen from the low status groups such as slaves or captives,” says Watts.

“In this study, we didn’t really look at the vestiges of human sacrifice in modern societies, though that is an interesting question.”

They identified 20 egalitarian societies, and found that human sacrifice had been practiced in just five of them. They identified 27 highly stratified societies, and found that 18 of them depended on ritual human sacrifice. But although the study has implications for modern political systems, the researchers are not talking about Downton Abbey, or the court of Louis XIV.

“For a death to be called human sacrifice it must be religiously motivated,” Watts says. “While human sacrifice is not used for control in modern societies, religion more broadly could still serve this function. Our study highlights how religion is vulnerable to exploitation by social elites and can become a tool for building and maintaining social control – the use of human sacrifice as a means of social control provides a grisly example of just how far this can go.”

• Anthropology
• Archaeology

Comments (…)

Most viewed.

Sacrificing one life to save others: Psychopaths' force for 'greater good'

New research shows that people would sacrifice one person to save a larger group of people -- and in addition, the force with which they carry out these actions could be predicted by psychopathic traits.

The study, led by the University of Plymouth, compared what people 'said' they would do with what they actually 'did' by comparing a questionnaire with actions in immersive moral dilemmas created using virtual-haptic technologies (i.e. using a robotic device which measures force, resistance, and speed, whilst simulating the action of harming a human).

In several dilemmas, participants had to decide whether to sacrifice a person by performing a harmful action against them, in order to save a larger group of people.

While all individuals were more likely to sacrifice others in these immersive environments than in questionnaire-based assessments, people with strong psychopathic traits were more likely to generate these harmful actions with greater physical power.

Psychopathy is generally characterised by antisocial behaviour and impaired empathy. As such, it is thought that individuals with strong psychopathic traits find it less emotionally challenging to sanction utilitarian actions.

In the present research, this resilience to performing actively harmful acts appears to enable these individuals to act for the 'greater good' (i.e. to save the many). This result therefore indicates that, in certain circumstances, psychopathic traits could be considered beneficial, since they can lead to a more vigorous response.

This study is a result of an interdisciplinary collaboration between Dr Kathryn Francis, Dr Sylvia Terbeck, Raluca Briazu, Dr Michaela Gummerum, and Dr Giorgio Ganis in the University's School of Psychology, Agi Haines, a designer based in the University's Transtechnology research group, and Dr Ian Howard of the Centre for Robotics and Neural Systems.

Dr Francis, now a Postdoctoral Research Fellow in Philosophy and Psychology at the University of Reading, said: "This research highlights our proneness to moral inconsistency; what we say and what we do can be very different. For the first time, we demonstrate how personality traits can influence the physical power of our moral actions. Importantly, the multidisciplinary approaches that we have used here, combining virtual reality, robotics, and interactive sculpture, places further emphasis on the need to unite the sciences and the arts when investigating complex phenomena such as morality."

Dr Sylvia Terbeck, Lecturer in Social Psychology and study co-author, added:

"This study opens up the possibility to assess psychopathy using novel virtual reality technology -- which is vital to better understand how and why people with these behavioural traits act in certain ways."

Dr Ian Howard, Associate Professor in the Centre for Robotics and Neural Systems, said: "This work shows how techniques developed to study human movement can play a value role in psychological assessment and thereby lead to new insights into human social behaviour."

• Healthy Aging
• Today's Healthcare
• Medical Topics
• Brain-Computer Interfaces
• Social Psychology
• STEM Education
• Obsessive-compulsive personality disorder
• Familiarity increases liking
• Ethnic group
• Facial symmetry
• Left-handed
• Emotional detachment

Story Source:

Materials provided by University of Plymouth . Note: Content may be edited for style and length.

Journal Reference :

• K. B. Francis, S. Terbeck, R. A. Briazu, A. Haines, M. Gummerum, G. Ganis, I. S. Howard. Simulating Moral Actions: An Investigation of Personal Force in Virtual Moral Dilemmas . Scientific Reports , 2017; 7 (1) DOI: 10.1038/s41598-017-13909-9

Cite This Page :

Explore More

• Climate Change and Mercury Through the Eons
• Iconic Horsehead Nebula
• Sustainable Jet Fuel from Landfill Emissions
• Bacterial Spores in Bioplastic Make It 'Green'
• Genetic Signals Linked to Blood Pressure
• Double-Fangs of Adolescence Saber-Toothed Cats
• Microarray Patches for Vaccinating Children
• Virus to Save Billions of Gallons of Wastewater
• Weather Report On Planet 280 Light-Years Away
• Trotting Robots and Animal Gait Transitions

Trending Topics

Strange & offbeat.

View the latest institution tables

View the latest country/territory tables

Scientists reveal their sacrifices for the sake of work

Palaeontologists, biologists are among researchers whose social media reflections reveal what they have given up in the pursuit of science.

John Pickrell

Palaeontologist Dean Lomax with a Gorgosaurus fossil at the Royal Tyrrell Museum in Canada. Credit: Dean Lomax

21 May 2018

Palaeontologist Dean Lomax with a Gorgosaurus fossil at the Royal Tyrrell Museum in Canada.

At the age of 18, Dean Lomax sold his prized collection of Star Wars memorabilia to help fund his participation in a fossil dig in Wyoming, United States . It was the first of many digs for Lomax, a palaeontologist specializing in prehistoric marine reptiles and dinosaurs.

Ten years later, in April 2018, Lomax, now a visiting scientist at the University of Manchester in the United Kingdom , shared the memory on Twitter with the hashtag #SacrificeScientists. Many scientists have since taken up his invitation to share stories of the sacrifices they’ve made to become professional academics.

“As a palaeontologist I get to work on some incredible projects, but it’s taken so much to get to that stage,” says Lomax, who adds that his health, sanity, social life and finances have suffered.

With very few permanent positions available in the field of palaeontology, his affiliation to Manchester remains unpaid, despite publishing a stream of important papers on giant aquatic reptiles known as ichthyosaurs and other prehistoric creatures. Most recently, he published a paper on jaw fragments of an ichthyosaur discovered in England, possibly the largest ichthyosaur ever discovered.

“I wanted to hear from other scientists, what they’ve had to sacrifice — both funny and serious — and if they think it has been worth it,” he says.

Hey, #scientists I'm intrigued. I sold my childhood #StarWars collection to fund my first professional dig - a decade ago. #geek #scientists I want to know what sort of things you've had to sacrifice in order to pursue a career in science? #SacrificeScientists — Dean R. Lomax (@Dean_R_Lomax) April 24, 2018

British heritage consultant, Lee Robert McStein, revealed he’d sold off his Warhammer 40,000 fantasy gaming collection to pay for photogrammetry equipment. Anthony Caravaggi, a conservation biologist at University College Cork in Ireland , said he’d sold his drum kit to help pay his way through university.

What a cracking post @Dean_R_Lomax ! I had a similar experience, selling off a large swathe of my Warhammer 40k collection a few years back to fund my a new camera for photogrammetry work. Good to know there's others who need their #Geek fix outside of science/tech! — Lee Robert McStein (@Monument_Men) April 24, 2018

I sacrificed long term job stability and financial security to return to university, savings and a drum kit to get through uni, and several relationships due to having to move. #SacrificeScientists (I've never sacrificed a scientist, though) — Anthony Caravaggi 🌎 (@thonoir) April 24, 2018

Several said that their marriages had not survived lengthy stints of palaeontological or geological field work.

5 years study at OU to get my degree cost me my social life Postgrad spending every weekend in the Precambrian of Wales cost me my first marriage. Money wise ? Must be thousands. — The Malcontent. 🇪🇺🇬🇧 #Peoples' Vote (@johnleremainer) April 25, 2018

My marriage of 10 years. There were other issues too, but going out to the field and spending time away accelerated the divide greatly. — Robert Gay 🌹 (@paleorob) April 25, 2018

A very common theme among the palaeontologists who tweeted is that they’ve frequently had to personally cover the cost of attending conferences and meetings, in addition to fossil digs — particularly in the early stages of their careers.

£000s of my own money to subsidise research trips over the years; hundreds of weekends and Bank Holidays; various family/friend social events; damage to my spleen and knees; and a substantial part of my gut flora — NHMdinolab (@NHMdinolab) April 24, 2018

Others, such as bee genetics PhD student, Hollie Marshall, at the University of Leicester in the UK, even had to give their pets away.

My mom has adopted my dog, I didn't have enough time and it wasn't fair on him. Breaks my heart thinking about it :( I still have weekend visitation rights though #SacrificeScientists — Hollie Marshall (@MooHoll) April 25, 2018

Some say that pursuing careers in science has meant that — compared to their non-scientist contemporaries — they’ve had to sacrifice monetary security, property ownership, and even making plans to have children.

Everything! Started again from scratch in late 20s. ££s, but also watching my friends buying homes, rising to top job positions, settling with families... , but I'm still *just* a student. Worth it to pursue something I love though. — Elsa Panciroli (@gsciencelady) April 25, 2018

For my PhD I moved 10,000 km from home, far from my family and friends. But what I feel is my biggest sacrifice now: I would have become a mother many years ago if I had a normal job back home. With all the uncertainty I don't know if I'll ever be able to have children at all 😔 — Anna SdTC (@annasdtc) April 25, 2018

Lisa Buckley, a curator at Canada ’s Peace Region Palaeontology Research Centre, a small museum in British Columbia, says that, for her, financial stability has been the main sacrifice of pursuing her love for palaeontology.

“I have not known if our museum will receive funding to continue the following year. This makes it impractical to make long-term plans for either my research or my personal life,” she says.

How timely! Security and stability were sacrificed in the name of "hoping" our funding situation would improve "next year." It has been a decade of "hoping for next year" now. There's enough data to demonstrate that "hoping" isn't working. — Lisa Buckley, Ph.D. 🦃🐾 (@Lisavipes) April 24, 2018

Increased competition for grants, combined with a shortage of permanent jobs in fields such as palaeontology, have meant that many budding researchers are expected to volunteer or perform unpaid work, say both Buckley and Lomax.

Some just won’t take no for an answer. “My passion drives me on to push beyond my boundaries and make things happen,” Lomax says.

He hopes that, through sharing and reading these stories, some scientists might feel less isolated, realising they are not the only ones who’ve made major sacrifices. “That’s important, especially when things get too difficult and you’re close to giving up,” Lomax says.