Foreign Trade University
Introduction to Sociology
Research Proposal
The effect of caffeine consumption
on university students' academic
performance
Group 9
Instructor: Ph.D Vu Thi Thanh Huong
Students: Le Thanh Huyen
Ha Duc Viet
Nguyen Xuan Minh
Tran Tuyet Anh
Class: XHH101E(GD2-HK2-2223)
60CTTTKT.1
Hanoi, June 2023
FOREIGN TRАDE UNIVERSITY
SCHOOL OF ECONOMICS АND INTERNАTIONАL BUSINESS
*********
RESEARCH PROPOSAL
THE EFFECT OF CAFFEINE CONSUMPTION ON UNIVERSITY STUDENTS’
ACADEMIC PERFORMANCE
Group:
9
Instructor:
Ph.D Vu Thi Thanh Huong
Students:
Le Thanh Huyen
2113140010
Ha Duc Viet
2112140104
Nguyen Xuan Minh
2112140065
Tran Tuyet Anh
2112140017
Subject:
Introduction to sociology
Class:
XHH101E(GD2-HK2-2223)60CTTTKT.1
Hanoi, June 2023
TASK DISTRIBUTION
No
1
Full name
Le Thanh Huyen
Student ID
Assigned Task
Completion
100%
2113140010
Literature review
2
Ha Duc Viet
2112140104
100%
3
Nguyen Xuan Minh
2112140065
100%
Research design
4
Tran Tuyet Anh
7
All members
100%
2112140017
Introduction and Conclusion
100%
1
TABLE OF CONTENT
I. Introduction
4
1. Background and context
4
2. Problem statement
4
3. Research question, relevance, and methodology
4
II. Literature review
1. Advantages and disadvantages of caffeine consumption
6
6
1.1. Advantages of caffeine consumption
6
1.2. Disadvantages of caffeine consumption
7
2. The correlation between caffeine consumption and academic performance
3. Research gaps and future implications
III. Research Design
7
10
11
1. Research Hypotheses
11
2. Sampling
11
3. Data Collection
12
4. Variables and Measures
12
4.1. Independent Variable
12
4.2. Dependent Variable
12
4.3. Control Variables
13
5. Data Analysis
13
6. Ethical Considerations
14
6.1. Voluntary participation
14
6.2. Informed consent
14
6.3. Confidentiality
14
6.4. Potential for harm
15
2
6.5. Dissemination of Findings
7. Limitations
15
15
7.1. Sample Representativeness
15
7.2. Self-Report Bias
15
7.3. Time Constraints
16
7.4. Sleep Disruption
16
7.5. Confounding Factors
16
8. Proposed timeline
16
III. Conclusion
19
References
20
3
I.
Introduction
1. Background and context
Caffeine is a widely consumed psychoactive substance found in various beverages and foods,
such as coffee, tea, energy drinks, and chocolate. It is known for its stimulating effects on the
central nervous system, promoting wakefulness, increasing alertness, and improving cognitive
performance. Consequently, caffeine has become a popular choice among university students
who often face demanding academic requirements and hectic schedules. Many students turn to
caffeine as a means to enhance their focus, concentration, and overall academic performance.
The relationship between caffeine consumption and academic performance has been a subject of
interest and debate among researchers. While some studies have suggested positive effects of
caffeine on cognitive function and academic achievement, others have reported contradictory
findings or highlighted potential negative consequences associated with excessive caffeine
intake, such as sleep disturbances, anxiety, and dependency. As a result, it remains unclear how
caffeine consumption truly influences the academic performance of university students.
2. Problem statement
With the prevalence of caffeine consumption among university students and the conflicting
evidence regarding its impact on academic performance, it is crucial to investigate the effect of
caffeine on students' cognitive abilities and overall academic achievement. Understanding the
potential benefits or drawbacks of caffeine consumption can provide valuable insights for both
students and educational institutions in terms of promoting healthy study habits and optimizing
academic outcomes.
3. Research question, relevance, and methodology
The central research question of this study is: What is the effect of caffeine consumption on
university students' academic performance?
The relevance of this research lies in the need to explore the relationship between caffeine
consumption and academic performance in order to provide evidence-based recommendations
4
for students, educators, and policymakers. By identifying the potential effects of caffeine on
cognitive function, attention, and learning, this study aims to contribute to the existing body of
knowledge on the topic and inform strategies for optimizing students' academic success.
To address the research question, a mixed-methods approach will be employed, combining
quantitative analysis and qualitative data collection. A large-scale survey will be conducted to
gather information on caffeine consumption habits, academic performance indicators, and
perceived effects of caffeine. Additionally, qualitative interviews and focus groups will be
conducted to gain in-depth insights into students' experiences, motivations, and perceptions
regarding caffeine use and its impact on their academic endeavors.
By conducting this research, we aim to provide a comprehensive understanding of the
relationship between caffeine consumption and academic performance among university
students, ultimately guiding individuals and institutions in making informed decisions regarding
the use of caffeine as an aid to enhance academic outcomes.
5
II.
Literature review
1. Advantages and disadvantages of caffeine consumption
Caffeine, as a widely consumed psychoactive substance, has been the subject of extensive
research investigating its effects on various aspects of human health and behavior. In the context
of academic performance among university students, understanding the potential advantages and
disadvantages of caffeine consumption is essential. This section provides a comprehensive
review of the existing literature on the topic, highlighting both the positive and negative effects
associated with caffeine intake.
1.1. Advantages of caffeine consumption
Numerous studies have suggested several cognitive benefits associated with moderate caffeine
consumption. Norton, Lazev, & Sullivan, 2011 concluded that one of caffeine’s primary effects is
to increase arousal. This arousal effect helps explain why people report using caffeine for reasons
such as increasing energy, staying awake, and concentrating better (Malinauskas, Aeby, Overton,
Carpenter-Aeby, & Barber-Heidal, 2007). Some researchers have concluded that caffeine can
also enhance mood, decrease feelings of fatigue, and improve cognitive functioning.
One of the most notable advantages is the enhancement of alertness and vigilance. Caffeine acts
as an adenosine receptor antagonist, blocking the receptors responsible for inducing drowsiness.
By doing so, caffeine promotes wakefulness, reducing the likelihood of fatigue and increasing
overall attentiveness.
Moreover, caffeine has been linked to improvements in cognitive function, including enhanced
focus, attention, and information processing. Research has shown that caffeine can stimulate the
release of neurotransmitters, such as dopamine and norepinephrine, which are associated with
increased neuronal activity and improved cognitive performance. These effects may contribute to
heightened concentration and better learning outcomes among students.
Additionally, caffeine has been suggested to have positive effects on memory consolidation and
retrieval. In the study of Van Duinen, Lorist, & Zijdewind, 2005, caffeine was found to improve
6
cognitive task performance, in both the single and dual task, as shown by decreased reaction
times together with unchanged accuracy.
1.2. Disadvantages of caffeine consumption
While caffeine offers potential cognitive benefits, excessive or improper consumption can lead to
various disadvantages. One of the most common drawbacks is sleep disturbances. Caffeine's
stimulating effects can interfere with the natural sleep-wake cycle, making it difficult for
individuals to fall asleep or maintain a restful sleep. Sleep deprivation, in turn, can impair
cognitive function, attention, and memory, ultimately hindering academic performance.
Another potential disadvantage of caffeine consumption is increased anxiety and restlessness.
Caffeine stimulates the release of stress hormones, such as cortisol, which can induce feelings of
anxiety and uneasiness in susceptible individuals. These effects may lead to difficulties in
concentration, focus, and overall academic performance, particularly in stressful situations.
Moreover, excessive reliance on caffeine to maintain alertness and energy levels can contribute
to caffeine dependency. Regular consumption can lead to tolerance, requiring higher doses to
achieve the desired effects. Caffeine withdrawal symptoms, such as headaches, irritability, and
fatigue, can arise when individuals attempt to reduce or discontinue their caffeine intake. These
withdrawal symptoms may disrupt normal functioning and negatively impact academic
performance.
Furthermore, caffeine also has a risk for developing coronary artery disease, osteoporosis,
gastritis, iron deficiency anemia, and stillbirths (IFIC, 2003). Caffeine can cause nutrient
depletion of important nutrients, like vitamin B6, and interfere with nutrient absorption of
essential minerals, including calcium, iron, magnesium, and B vitamins (Escott-Stump, 2008).
2. The correlation between caffeine consumption and academic performance
With regard to the subject of caffeine consumption on university students’ academic
performance, there exist a plethora of studies applying various methods but yielded rather similar
results. In the article “Caffeine: Effects on sleep and academic performance in college students”,
7
Bonanni et al. (2022) conducted a thorough investigation of literature from various sources on
the topic of caffeine versus academic performance. The authors claimed that caffeine disrupted
sleep schedule of university students and “subsequently their academic performance. (Bonanni et
al, 2022).
Champlin, Pasch and Perry (2016) conducted a study to determine the correlation between
academic performance and caffeinated energy drink consumption. The sample size of this study
was 844 university freshmen in a US university. Variables included the frequency of energy drink
usage – numbers of days consuming such drinks and the number of drinks consumed. Linear
regression analyses was utilized to analyze the data from respondents and investigate connection
between energy drink consumption and their GPA. After creating adjusted models accounting for
factors such as sleep patterns, stress and regular use of media, it was concluded that energy
drinks intake “on the last period of consumption” negatively affects academic performance of
university students (Champlin, Pasch and Perry, 2016).
The negative correlation was also identified in another study conducted by Trunzo et al. (2014).
A sample size of 574 undergraduates was involved in the study, generating 486 completed online
surveys for examination. The impact of energy drinks consumption on academic performance
was also determined via the GPA of the participants, like the above mentioned research.
Furthermore, this study analyzed the relationship between energy drink ingestion and social
problem-solving skills in the survey by listing problems and asking for evaluation on a Likert
scale. After examination of the survey’s results, the authors stated that there was a negative
relationship between academic performance and energy drinks, while the connection between
academic performance and social-problem solving is positive. It was also pointed out that
students who were academically poor may reach for energy drinks to help with their learning,
however this could worsen their situation (Trunzo et al., 2014).
Cole (2013) conducted a study on freshmen’s circadian preference, caffeine use, and academic
performance. A sample size of 25200 freshmen from 90 institutions across the US was selected
via e-mail responses and surveyed (Cole, 2013). Academic performance was measured via
grades achieved in high schools along with time spent studying (the time in a week spent on
various learning activities) (Cole, 2013). Circadian preference was assessed by utilizing 13-item
8
version of the Composite Scale of Morningness (Cole, 2013). Caffeine Consumption was
evaluated by the frequency and quantity at which students consumed caffeine-based drinks
(Cole, 2013). Upon the analysis of the result, Cole (2013) found that students with little caffeine
intake woke up earlier and performed better academically in comparison with those consume
caffeinated beverages more frequently. Another thing worth mentioning is that lower grades and
less studying time was also associated with growing caffeine consumption (Cole, 2013).
Regarding the perception of university students on the effects of caffeine intake, Van Beek et al.
(2019) employed a quantitative, descriptive, non-experimental research method and selected a
sample size of 120 college students aged over 18. Incomplete answers from the survey were
eliminated from the study. The survey included 20 statements and ratings from 1 (strongly
disagree) to 4 (strongly agree) to evaluate respondents’ caffeine intake and their thoughts on its
effect. It was found that the majority of the students believed in the assistance of caffeine in
boosting body functions during daytime. (Van Beek et al., 2019)
In a study on “Perceived Stress, Energy Drink Consumption, and Academic Performance Among
College Student” by Pettit and DeBarr (2011), convenience sampling technique was utilized to
select a sample size of 136 undergraduates from a US university. 6 responses was eliminated due
to insufficient data and sample error (Pettit and DeBarr, 2011). Perceived stress was measured by
a 14-item instrument with a 5-point Likert scale, GPA was used to evaluate academic
performance of participants, and energy drinks intake (caffeinated types) was assessed via the
frequency and the quantity at which the students’ consume them (Pettit and DeBarr, 2011). The
researchers concluded that energy drinks intake was related to perceived stress level. The study
also revealed a negative correlation between energy drink and academic performance, pointing
out that caffeine could damage healthy lifestyles and hinder the learning process (Pettit and
DeBarr, 2011).
A study conducted by Khan et al. (2017) also generated quite similar result as the one of Van
Beek et al. (2019). Khan et al.(2017) applied a cross-sectional study with 384 undergraduates
students to examine caffeine consumption and academic performance among medical students
of Dow University of Health Science in Pakistan. Students consuming substances other than
caffeine were excluded from the research (Khan et al., 2017). The study gathered responses from
9
participants via “self-administered” and “structured“ questionnaires (Khan et al., 2017). From the
study, it was determined that 71.5% of the respondents believed that caffeine intake (from drinks
such as tea, coffee, chocolate, soft drinks or energy drinks) helped to enhance their academic
performance (Khan et al.,2017). Nevertheless, unlike the study by Pettit and DeBarr (2011), the
analysis from the study suggested that there is no particular connection between caffeine
consumption and academic performance.
3. Research gaps and future implications
Although most of the aforementioned studies show a negative correlation between caffeine
consumption and academic performance of universities students (Champlin, Pasch and Perry,
2016; Pettit and DeBarr, 2011; Cole, 2013; Trunzo et al., 2014), they just used GPA as the sole
indicator of academic performance among students. This begs the question of whether there are
any other measurements of academic performance other than just grades.
Furthermore, the sample size of some research is relatively small, such as those of Pettit and
DeBarr (2011) or Van Beek et al. (2019) and may include sample error or biased responses. Such
limitations may affect the outcome of the studies and require deeper analysis to reach a better
conclusion.
Another point worth mentioning is that there exists a lack of study on caffeine consumption
versus university students’ academic performance in Vietnam, which is the main topic for the
research team. Therefore, the findings of previous studies and their limitations need to be
carefully considered by the research team so as to find the most suitable methodology for their
own research.
10
III. Research Design
1. Research Hypotheses
From the context and the objectives of the research, we have put forward some hypotheses as
follow:
Hypothesis 1: Increased caffeine consumption is positively associated with higher
academic performance among university students.
Hypothesis 2: Moderate caffeine consumption has a more positive effect on academic
performance compared to high or low levels of consumption.
The hypotheses will be tested by asking the participants to report their caffeine consumption as
well as data regarding their academic experiences, including grades and hours spent studying.
2. Sampling
Our study is going to involve 525 students out of the population of approximately 11000 students
of FTU in Hanoi. According to the sample size table adapted by Saunders, Lewis and Thornhill
(2009), this sample size would yield a margin of error of 4 % and a confidence level of 95%, thus
ensuring the validity of the study. Students in all 4 years will be selected from every single
major, including those in standard programs, high-quality programs, advanced programs and
joint programs. Upon gaining access to student information with the permission of the university
faculties, we will use stratified sampling to randomly select 15 students from each major to
participate in the survey.
The sampling method is stratified random sampling: we will divide the sample into 35 different
strata according to 35 majors in FTU (including economics, business, business administration,
finance, banking, business foreign languages, etc) to make sure each group is representative in
the sample. We will use random sampling to select 15 students from each major to lower the cost
of research while still maintaining the reliability of the sample. This way, we make sure every
major’s data is recorded and minimize systematic errors.
11
3. Data Collection
Our research takes the form of a cross-sectional study design considering our aims to investigate
relationships regarding caffeine consumption, and academic performance among FTU students.
Due to the large number of participants, we plan to conduct a survey instead of structured
interviews or observation, using a standardized questionnaire, combined with academic record
analysis. Specifically, we aim to develop a questionnaire that includes questions relating to
participants' demographics, caffeine consumption habits, sleep patterns, and perceived academic
performance. Validated scales such as the Epworth Sleepiness Scale (ESS) will be used to
measure caffeine consumption levels and academic performance perception. The data will be
summarized using a Google form and visualized into pie charts according to the results received.
Regarding secondary data, since the scale of the research is limited to Foreign Trade University
only, data regarding participants' academic records such as GPA, course grades, and attendance
records will be drawn (with proper consent and adherence to privacy regulations) to ensure
objectivity.
4. Variables and Measures
4.1. Independent Variable
Caffeine use measure: Respondents will be asked about their daily caffeine consumption with the
question, “How many glasses or cups do you consume every day” of coffee, tea, cola drinks, and
energy drinks that contain caffeine (e.g., Red Bull or Sting). Response options are 1 = “never”, 2
= “one glass/cup”, 3 = “two glasses/cups”, 4 = “three glasses/cups”, 5 = “four glasses/cups”, 6 =
“five glasses/cups”, and 7 = “6 glasses/cups or more.
4.2. Dependent Variable
Academic achievement: Respondents will be asked to report their current grade point average
(GPA) through the selection of a grade category that best reflects their overall GPA. These
categories include < 2.00, 2.00 – 2.49, 2.50 – 2.99, 3.00 – 3.49, 3.50 – 4.00, on a 4.0 GPA scale.
This variable will be recorded using the midpoint of each of these categories to create a
continuous measure of GPA.
12
4.3. Control Variables
Demographic variables: Respondents will be asked to complete demographic information
including age, gender, year in school, and academic major.
Sleep patterns: The Epworth Sleepiness Scale (ESS) will be used to assess daytime sleepiness.
The scale consists of 8 situations in which respondents rate their tendency to become sleepy on a
scale of 0 = “no chance of dozing”, 1 = “slight chance of dozing”, 2 = “moderate chance of
dozing”, 3 = “high chance of dozing”. The 8 situations include: sitting and reading; watching
TV; sitting inactive in a public place (e.g., a theater or a meeting); as a passenger in a car without
break; lying down to rest in the afternoon when circumstances permit; sitting and talking to
someone; sitting quietly after a lunch without alcohol; in a car, while stopped for a few minutes
in traffic.
5. Data Analysis
The study requires the utilization of both Quantitative Method and Qualitative Method to
understand the relationship between caffeine consumption and academic performance.
Quantitative Method assists in dealing with numerical data using statistical techniques. Statistical
tests, such as correlation and regression analysis, can provide insights into the strength and
direction of the relationship between caffeine consumption and academic performance. This
helps researchers draw robust conclusions and identify significant patterns or trends. This allows
for objective measurements of caffeine consumption levels and academic performance metrics
like GPA and exam scores. The exercise of standardized scales and calculations enhances the
reliability and comparability of data. Also, Quantitative research often involves larger sample
sizes, increasing the likelihood of generalizing findings to a larger population. By collecting data
from a diverse group of university students, the study's results can have broader implications and
offer insights applicable to a wider range of students.
Qualitative Analysis contributes towards in-depth understanding. Qualitative Research allows
researchers to explore the experiences, perspectives, and subjective meanings associated with
caffeine consumption and academic performance. It provides a rich and detailed understanding
13
of the complex factors that influence student behaviors and performance beyond quantitative
measurements. Qualitative methods enable researchers to explore the social, cultural, and
environmental contexts in which caffeine consumption and academic performance occur. By
understanding the specific contexts and settings in which students consume caffeine and study,
researchers can uncover the intricacies and nuances that quantitative methods may overlook.
However, it is important to acknowledge that qualitative analysis has limitations, including
subjectivity in interpretation and limited generalizability. Therefore, it is often valuable to
combine qualitative analysis with quantitative methods to gain a comprehensive understanding
of the impact of caffeine consumption on university students' academic performance.
6. Ethical Considerations
Ethical Considerations ensure the study adheres to ethical guidelines by obtaining informed
consent, maintaining participant confidentiality, and securing data storage. Researchers can seek
approval from the institutional review board (IRB) prior to data collection.
6.1. Voluntary participation
The involvement of participants in this research study is contingent upon their voluntary
agreement, without any external influences such as inducements or limitations that impede their
freedom of choice. We emphasize that participants retain the right to withdraw their consent from
the study at any point, and our research team ensures the facilitation of this process.
6.2. Informed consent
The participants are fully notified of the purpose, procedures, potential risks, and benefits of the
research to ensure their informed decision about their participation.
6.3. Confidentiality
Ensuring the privacy and confidentiality of participants is of utmost importance. It is imperative
to safeguard their personal information by employing secure data storage practices and ensuring
that their identities cannot be discerned in any published or shared materials. Employing
14
anonymous identifiers or codes, rather than participants' names, is recommended to uphold their
privacy and confidentiality.
6.4. Potential for harm
Our research team implements measures to mitigate any potential harm or discomfort
experienced by participants, demonstrating a proactive approach to their well-being. Remain
cognizant of the potential risks entailed by caffeine consumption and its impact on academic
performance, and employ effective strategies to mitigate these risks. Additionally, offer
necessary resources or make appropriate referrals to support services in the event that
participants require further assistance.
6.5. Dissemination of Findings
The dissemination of study findings should be conducted in a responsible and suitable manner. It
is essential to publish or present the results in a manner that upholds ethical standards while
respecting the privacy and confidentiality of participants. Moreover, it is imperative to recognize
and attribute credit to the contributions made by participants and fellow researchers.
7. Limitations
7.1. Sample Representativeness
The study may have limitations in terms of the sample's representativeness. If the sample size is
small or specific to a certain population or institution, it may not be fully representative of the
broader university student population. This could affect the generalizability of the findings.
7.2. Self-Report Bias
The reliance on self-report measures, such as surveys or questionnaires, can introduce biases.
Participants may inaccurately report their caffeine consumption or academic performance due to
memory recall errors, social desirability bias, or other subjective factors. This could impact the
accuracy and reliability of the data.
15
7.3. Time Constraints
Time constraints in the study design may limit the ability to observe long-term effects of caffeine
consumption on academic performance. The study may focus on a specific time frame, which
might not capture the full extent of the relationship.
7.4. Sleep Disruption
Caffeine's stimulating effects can disrupt sleep patterns, especially when consumed close to
bedtime. Sleep plays a crucial role in cognitive functioning and memory consolidation, so
inadequate sleep can negatively impact academic performance. Students who consume caffeine
to stay awake and study longer may experience compromised sleep quality, leading to potential
detriments in academic performance.
7.5. Confounding Factors
It is challenging to isolate the effects of caffeine on academic performance from other factors
that can influence student performance, such as stress, workload, lifestyle choices, and overall
health. These confounding variables make it difficult to establish a direct causal relationship
between caffeine consumption and academic outcomes.
8. Proposed timeline
Activity
Date
May
15
20
21
22
23
24
25
26 27
June
28
29 30
31
1
2
3
4
Choosing the
topic
16
5
Determine the
feasibility of the
topic
Study
post-researches
relating to the
topic
Draft literature
review
Read
methodology
literature
Devise research
approach
Draft research
proposal
Develop
questionnaire
Pilot test and
revise
questionnaire
17
Collect data
Enter data
Analyze data
Draft conclusions
Update the
literature review
Complete
remaining parts
Revise draft and
format
Print and bind
Submit to tutor
Reflective diary
Figure 1: Proposed timeline for research activities
18
III.
Conclusion
This research aims to investigate the effect of caffeine consumption on university students'
academic performance. The existing literature suggests both advantages and disadvantages of
caffeine consumption, and previous studies have shown mixed findings regarding its impact on
academic performance. By using a mixed-methods approach, combining quantitative surveys and
qualitative interviews, this study aims to provide a comprehensive understanding of the
relationship between caffeine consumption and academic performance among university
students. The research design includes a large-scale survey and academic record analysis to
gather data on caffeine consumption habits, academic performance indicators, and demographic
variables. The findings of this study will contribute to the existing body of knowledge on the
topic and inform strategies for optimizing students' academic success.
19
References
1. Beek, Andrea & Weier, Megan & Williams, Kassandra & Abraham, Samuel & Gillum,
Deborah. (2019). College Students’ Caffeine Intake Habits and Their Perception of Its
Effects. Journal of Education and Development. 3. 42. 10.20849/jed.v3i2.607.
2. Bonanni, O., Mullen, M., Falcon, T., Huang, H., Lowry, A. and Perron, T. (2022).
Caffeine: Effects on sleep and academic performance in college students. British Journal
of Child Health, Volume 3, Issue 6.
3. Champlin, Sara & Pasch, Keryn & Perry, Cheryl. (2016). Is the Consumption of Energy
Drinks Associated With Academic Achievement Among College Students?. The Journal
of Primary Prevention. 37. 10.1007/s10935-016-0437-4.
4. Cole, James. (2014). A survey of college-bound high school graduates regarding
circadian preference, caffeine use, and academic performance. Sleep & breathing =
Schlaf & Atmung. 19. 10.1007/s11325-014-0976-y.
5. Escott-Stump S. 2008. Nutrition and Diagnosis-Related Care. 6th ed. Philadelphia, Pa:
Lippincott Williams & Wilkins.
6. IFIC (International Food Information Council Foundation). 2003. Caffeine & Health:
Clarifying the Controversies: 1100 Connecticut Avenue, N.W., Suite 430. Washington.
(http://www.ific.org 03/08). (Accessed on June 1, 2023).
7. Johns MW. A new method for measuring daytime sleepiness: The Epworth Sleepiness
Scale. Sleep 1991; 14(6):540-5.
8. Joseph J. Trunzo Ph.D., Wendy Samter Ph.D., Christopher Morse Ph.D., Kelly McClure
Ph.D., Carolynn Kohn Ph.D., Julie E. Volkman Ph.D. & Kaylene O’Brien B.A. (2014)
College Students’ Use of Energy Drinks, Social ProblemSolving, and Academic
Performance, Journal of Psychoactive Drugs, 46:5, 396-401.
9. Khan, Muhammad & , Nighat Nisar & Naqvi, Syed Arsalan Ahmed & Naqvi, Ahmed &
Nawab, Faryal. (2017). Caffeine Consumption and Academic Performance among
Medical Students of Dow University of Health Science (DUHS), Karachi, Pakistan.
ANNALS OF ABBASI SHAHEED HOSPITAL AND KARACHI MEDICAL &
DENTAL COLLEGE. 22. 10.58397/ashkmdc.v22i3.126.
20
10. Malinauskas, B.M., Aeby, V.G., Overton, R.F., Carpenter-Aeby, T. and Barber-Heidal, K.,
2007. A survey of energy drink consumption patterns among college students. Nutrition
journal, 6(1), pp.1-7.
11. Michele L. Pettit MPH, PhD, CHES & Kathy A. DeBarr MS, PhD (2011) Perceived
Stress, Energy Drink Consumption, and Academic Performance Among College
Students, Journal of American College Health, 59:5, 335-341.
12. Norton, T.R., Lazev, A.B. and Sullivan, M.J., 2011. The “buzz” on caffeine: Patterns of
caffeine use in a convenience sample of college students. Journal of caffeine research,
1(1), pp.35-40.
13. Saunders, M., Lewis, P., &amp; Thornhill, A. (2023). Research methods for business
students. Harlow: Pearson.
14. Van Duinen, H., Lorist, M.M. and Zijdewind, I., 2005. The effect of caffeine on cognitive
task performance and motor fatigue. Psychopharmacology, 180, pp.539-547.
21