| dc.description.abstract | Staying up late, encompassing delayed sleep onset, insufficient sleep duration, and irregular sleep–wake patterns, has become increasingly prevalent among adolescents and young adults, particularly within student populations. This literature review aims to synthesize current evidence on the effects of staying up late on learning ability and to elucidate the underlying cognitive and neurobiological mechanisms. A comprehensive review of recent experimental, observational, and neurophysiological studies was conducted, focusing on sleep architecture, circadian rhythm regulation, and cognitive outcomes related to learning. The findings consistently demonstrate that late-night behavior and sleep deprivation adversely affect core cognitive domains essential for learning, including attention, working memory, executive function, and memory consolidation. Neurobiological evidence indicates that insufficient and irregular sleep disrupts synaptic plasticity, hippocampal–neocortical communication, and neurotransmitter balance, while circadian misalignment further impairs prefrontal cortex function and attentional stability. Acute sleep loss produces immediate deficits in reaction time, cognitive flexibility, and memory formation, whereas chronic sleep disruption is associated with persistent cognitive decline, emotional dysregulation, and increased risk of long-term neurodegenerative processes. Although compensatory sleep strategies, such as short naps or weekend catch-up sleep, may partially alleviate short-term fatigue, they do not fully reverse the cognitive consequences of habitual late-night schedules and may contribute to circadian misalignment. Overall, the evidence highlights staying up late as a significant and modifiable risk factor for impaired learning ability. This review underscores the importance of consistent sleep timing and adequate sleep duration and supports the implementation of sleep health education and behavioral interventions to improve academic performance and cognitive well-being among students and young adults. | id |
