Abstract
Caffeine is among the most widely consumed psychoactive substances globally, with university students representing one of the highest-consuming groups due to academic pressures, irregular sleep schedules, and stress-related coping behaviors. The present study investigated the relationship between caffeine consumption and psychological outcomes, specifically stress, mood disturbances, and sleep loss, among Pakistani students. A correlational research design was employed with a sample of 200 students drawn from matric, intermediate, and university levels across various educational institutions in Pakistan. Participants were equally divided into two groups: 100 caffeine-dependent students and 100 non-dependent students. Data were collected through online forms and telephonic interviews. Three standardized instruments were administered: the Depression Anxiety Stress Scale (DASS-42) to measure stress and related psychological distress, the Brief Mood Introspection Scale (BMIS) to assess mood states, and the Epworth Sleepiness Scale (ESS) to evaluate daytime sleepiness and sleep loss. Pearson product-moment correlation, multiple linear regression, independent samples t-test, and one-way ANOVA were employed for statistical analysis.
Results revealed a statistically significant positive correlation among stress, mood, and sleep loss across the sample. However, caffeine dependence did not significantly predict stress, mood disturbances, or sleep loss, leading to the rejection of the second hypothesis. No significant mean differences were found between caffeine-dependent and non-dependent groups across psychological measures. Notably, sleep loss showed a significant difference across educational levels, with intermediate-level students reporting higher daytime sleepiness compared to other groups.
These findings suggest that while stress, mood, and sleep difficulties are interrelated among students, caffeine dependence alone may not be a significant predictor of these outcomes. Future research should employ experimental designs and larger, more representative samples to establish causal relationships and better inform student mental health interventions.