<![CDATA[Sleep quality and microsleep are critical determinants of cognitive functioning and academic performance, yet their interaction with modifiable behavioral competencies remains underexplored in aviation vocational education. This quantitative cross-sectional study examined the effects of time management, adaptability, and learning motivation on sleep quality, microsleep, and academic performance among 289 students at Surabaya Aviation Polytechnic, Indonesia. A structured four-point Likert questionnaire measured the behavioral and sleep-related constructs, while academic performance was represented by the Semester Achievement Index. The model was analyzed using partial least squares structural equation modeling. Time management (β = 0.287), adaptability (β = 0.313), and learning motivation (β = 0.359) were positively associated with sleep quality. The same competencies were negatively associated with microsleep: time management (β = -0.177), adaptability (β = -0.279), and learning motivation (β = -0.200). Sleep quality positively predicted academic performance (β = 0.345), whereas microsleep negatively predicted academic performance (β = -0.299). Indirect effects through sleep quality were small and were supported only at the 90% confidence level. The findings identify learning motivation as the strongest predictor of sleep quality and adaptability as the strongest behavioral buffer against microsleep. The study extends sleep-performance research into a safety-sensitive aviation training context and supports integrated interventions combining fatigue awareness, time-management skills, adaptability development, motivational support, and sleep-hygiene education]]>
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