Commentary: Why Don't You Go to Bed on Time? A Daily Diary Study on the Relationships Between Chronotype, Self-Control Resources and the Phenomenon of Bedtime Procrastination

Kroese, Floor M.; Adriaanse, Marieke A.; Evers, Catharine; Anderson, Joel; Ridder, Denise de

doi:10.3389/fpsyg.2018.00915

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…Overall, these findings cast doubt on the claim made by Kroese et al. (2018), namely that “framing the issue of bedtime procrastination as a self-regulation problem is […] theoretically sound and practically fruitful” (Kroese et al., 2018, p. 915). Our results, by contrast, would seem to be more in line with the view of Kühnel et al.…”

Section: Discussionmentioning

confidence: 86%

Spanish Version of the Bedtime Procrastination Scale: Cross-Cultural Adaptation and Psychometric Evaluation in a Sample of Nursing Students

et al. 2021

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A recent line of research concerns bedtime procrastination, its effects on sleep quality and duration, and the associated repercussions for health and wellbeing. The Bedtime Procrastination Scale is a brief, self-report instrument developed by Kroese et al. with the aim of evaluating this behavior and exploring its association with insufficient sleep, and hence with health. The aim was to develop and validate a Spanish version of the Bedtime Procrastination Scale (BPS-Sp) and to examine the relationship between bedtime procrastination and both general procrastination and self-control. The original BPS was translated from English into Spanish in accordance with international guidelines on the cross-cultural adaptation of measurement instruments. The sample for the validation study comprised 177 nursing students who completed a questionnaire requesting demographic data and which included the following instruments: the newly developed BPS-Sp, the Tuckman Procrastination Scale, and the Brief Self-Control Scale. Statistical analysis involved tests of normality (Kolmogorov-Smirnov), reliability (Cronbach’s alpha, test-retest), construct validity, and confirmatory factor analysis. Scores on the BPS-Sp showed excellent internal consistency (α = .83) and temporal stability (test-retest r = .84), as well as significant correlations with general procrastination ( r = .26; p < .01) and self-control ( r = −.17; p < .05). Confirmatory factor analysis showed an adequate fit for the single-factor solution proposed by Kroese et al. The results suggest that the BPS-Sp is a valid and reliable instrument for assessing bedtime procrastination in the Spanish-speaking population.

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Section: Discussionmentioning

confidence: 86%

Spanish Version of the Bedtime Procrastination Scale: Cross-Cultural Adaptation and Psychometric Evaluation in a Sample of Nursing Students

et al. 2021

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“…In the present study, we looked at the issue of Bedtime Procrastination from a psychological point of view. However, as suggested by Kroese et al [55], we recognize that the phenomenon of Bedtime Procrastination is complex, and can be researched from different perspectives (e.g., biological). Therefore, future research could consider studying the role of distinct types of variables or aspects that may be unique to Bedtime Procrastination, such as the bedroom environment, household sleep and meal routines, tiredness, and circadian preferences (i.e., morningness/eveningness).…”

Section: Discussionmentioning

confidence: 95%

The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination

Magalhães

Pereira

Oliveira

et al. 2021

IJERPH

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Background: Sleep plays a key role in our overall function, and sleep insufficiency has been highlighted as a major health issue. ‘Bedtime procrastination’—i.e., needlessly delaying the time one goes to bed without external reasons—is one reason for sleep insufficiency. The present research aims to explore the interrelationships among Bedtime Procrastination, other domains of Procrastination, and routine-related variables. Methods: The mediating effects of Wake-up Time and Dinner Time on the relationship between Bedtime Procrastination and General Procrastination, Academic Procrastination, and Perceived Importance of Sleep were tested. Self-reported questionnaires were used, and the sample comprised of 446 university students. Results: A partial mediation model was found. General Procrastination, Academic Procrastination, and Perceived Importance of Sleep showed direct effects on Bedtime Procrastination. Moreover, Academic and General Procrastination were positively associated with Bedtime Procrastination, whereas Perceived Importance of Sleep was negatively associated with Bedtime Procrastination. Indirect effects of the Perceived Importance of Sleep and General Procrastination, as mediated by Wake-up Time and Dinner Time, on Bedtime Procrastination were also found. Conclusions: Personal routines (Wake-up Time and Dinner Time) along with individual characteristics (General and Academic Procrastination) and beliefs (perceived importance of sleep) may affect Bedtime Procrastination. Present results highlight the complexity of Bedtime Procrastination.

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“…According to the taxonomy of Michie et al [55] that identified a 16-cluster solution, our intervention components can be classified into the clusters "goals and planning" and "feedback and monitoring." Over and above the effects of behavior change techniques, further studies should consider moderators, mediators, and secondary outcomes that have been recently linked to selfregulation and sleep outcomes and might be important for teachers as well, i.e., sleep hygiene behavior, chronotype, the tendency to engage in bedtime procrastination, detachment from work, perseverative cognitions, and burnout [56][57][58][59]. Moreover, it might be even more effective to tailor the intervention (and assessment of intentions) towards individual sleep need instead of using a generalized goal of sleeping 8 h. Such an approach would take existing interindividual differences in sleep need into account [60].…”

Section: Discussionmentioning

confidence: 99%

Improving Sleep Among Teachers: an Implementation-Intention Intervention

2022

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Background Insufficient sleep is common among teachers and is associated with diverse health risks. This study aimed to predict intention and sleep duration by applying the Theory of Planned Behavior (TPB) and to examine the effectiveness of an implementation-intention intervention to improve sleep duration and quality. Method Sixty-nine teachers (M = 36.8 years, SD = 10.4) were assigned to an active control group (CG) or intervention group (IG). At baseline, TPB variables were assessed and participants of the IG received instructions to develop implementation intentions to reach the goal of sleeping 8 h on average. During a 3-week intervention period, all participants wore an activity tracker (Fitbit Charge HR) to measure sleep duration and kept diaries to assess sleep quality, physical activity, and stress. After 1 month, a 1-week follow-up, including a booster for the IG, was conducted. Results Forty-two percent of variance in sleep duration were explained by control variables, past behavior, perceived behavioral control, and intention. Mixed ANOVAS with baseline covariates found a large main effect with longer sleep duration in the IG. A time x group interaction suggested that only the IG slept significantly longer in the follow-up period compared to the intervention period. For sleep quality, a medium-sized main effect for study group was found and a time x group interaction indicated higher sleep quality in the IG for week 3 and the follow-up. Conclusion The TPB was effective in predicting sleep intention and duration. Implementation intentions accompanied by daily monitoring and a booster appear to be promising for improving sleep.

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Commentary: Why Don't You Go to Bed on Time? A Daily Diary Study on the Relationships Between Chronotype, Self-Control Resources and the Phenomenon of Bedtime Procrastination

Cited by 7 publications

References 9 publications

Spanish Version of the Bedtime Procrastination Scale: Cross-Cultural Adaptation and Psychometric Evaluation in a Sample of Nursing Students

Spanish Version of the Bedtime Procrastination Scale: Cross-Cultural Adaptation and Psychometric Evaluation in a Sample of Nursing Students

The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination

Improving Sleep Among Teachers: an Implementation-Intention Intervention

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