SLEEP QUALITY AND SUBJECTIVE MEMORY APPRAISAL IN THE STRUCTURE OF UNIVERSITY STUDENTS’ QUALITY OF LIFE
DOI:
https://doi.org/10.32782/psy-visnyk/2026.2.21Keywords:
sleep quality, subjective memory appraisal, metacognitive self-appraisal, quality of life, psychological health, university studentsAbstract
The article presents a theoretical and empirical analysis of sleep quality and subjective memory appraisal within the structure of university students’ quality of life. The topic is relevant because under conditions of prolonged social strain, high academic demands, and unstable daily routines, sleep and metacognitive self-appraisal of cognitive abilities may be associated with students’ physical and psychological well-being. The aim of the study was to theoretically substantiate and empirically test the relationships between sleep quality, subjective memory appraisal, and quality-of-life domains, as well as to determine whether these indicators retain an independent statistical contribution after controlling for resilience. The sample included 151 higher education students of Vasyl’ Stus Donetsk National University; the mean age was 21.5 years. The Pittsburgh Sleep Quality Index (PSQI), the Multifactorial Memory Questionnaire (MMQ), the WHOQOL-BREF, and the CD-RISC-10 were used. Data were analysed by means of descriptive statistics, Cronbach’s alpha, the Shapiro–Wilk test, Pearson correlation analysis, hierarchical regression, and multiple regression. Poorer sleep quality was associated with lower scores across all quality-of-life domains, with the strongest links observed for physical and psychological health. More positive perceived memory ability was related to better physical and psychological well-being, whereas the MMQ Strategies subscale showed no substantial associations with the WHOQOL-BREF domains. After controlling for age and resilience, sleep quality retained the largest statistical contribution to physical and psychological health, while the MMQ Ability subscale remained an independent positive predictor. The practical value of the findings lies in supporting student assistance programmes that combine sleep-related psychoeducation, self-monitoring skills, and the strengthening of confidence in one’s own cognitive abilities.
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