Sleep habits, circadian preference, and school performance in early adolescents

Russo, Paolo Maria; Biasi, Valeria; Cipolli, Carlo; Mallia, Luca; Caponera, Elisa

doi:10.1016/j.sleep.2016.09.019

Cited by 21 publications

(9 citation statements)

References 9 publications

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“…The underlying mechanisms in this association are not fully understood. Although adolescents with a later chronotype slept less on average than their peers (Russo et al, ), sleep duration did not appear to influence the link between later chronotypes and poor mental health. Two studies also found independent effects of chronotype and sleep duration in youth.…”

Section: Discussionmentioning

confidence: 94%

“…Consequently, late sleepers may not get the sleep that they need because of social scheduling, such as early school start times. Studies consistently demonstrate that adolescents with a late chronotype get fewer hours of sleep and lower quality sleep than their peers (Russo, Biasi, & Cipolli, ). Poor sleep among adolescents adversely impacts mood (Shochat et al, ), increases irritability, aggression and hostility (Baum et al, ; Krizan & Herlache, ), reduces impulse control (Baum et al, ), and heightens sensitivity to emotional stimuli (Reddy, Palmer, & Jackson, ), thereby increasing the probability of negative emotions (Chaput et al, ; Shochat et al, ) and problem behaviours (Kubiszewski et al, ; Shochat et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Teenage night owls or early birds? Chronotype and the mental health of adolescents

Gariépy

Riehm

Whitehead

et al. 2018

Journal of Sleep Research

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Evidence suggests that the timing of sleep (chronotype) impacts mental health in young people, but previous studies have not accounted for sleep duration or school start time in this association, or examined a broad range of mental outcomes. In this study, we investigated the association between chronotype and mental health in a representative sample of adolescents from the 2014 Canadian Health Behaviour in School-Aged Children survey (29,635 students, 362 schools). We examined positive and negative aspects of mental health, using scores for emotional problems (range 0-33), emotional well-being (0-22), behavioural problems (0-28) and prosocial behaviours (0-25). We estimated chronotype using the time of mid-sleep on weekends and examined the associations using multilevel regressions, adjusted for sleep duration, school start time, individual, family and geographic characteristics. The average time of mid-sleep (chronotype) was 04:11 hr. An hour delay in mid-sleep time was associated with more emotional problems (0.34 [95% confidence interval 0.23, 0.45] point higher score), more behavioural problems (2.0% [95% confidence interval 1.4%, 2.6%] higher score), less emotional well-being (0.19 [95% confidence interval 0.09, 0.20] point lower score), and fewer prosocial behaviours (0.18 [95% confidence interval 0.08, 0.29] point lower score). A later chronotype was associated with poorer mental health, independent of sleep duration and school start time, and across internalizing and externalizing mental health domains. Further research is needed to clarify the mechanisms underlying this association. The timing of sleep, and not just its duration, may be an additional consideration for youth mental health.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Teenage night owls or early birds? Chronotype and the mental health of adolescents

Gariépy

Riehm

Whitehead

et al. 2018

Journal of Sleep Research

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“…As previously described, adolescents have a natural circadian preference for evening chronotype. A recent study on a large sample compared the two extreme chronotypes and found lower school grades in "evening type" compared to "morning type" adolescents [83].…”

Section: The Effects Of Sleep Deprivation On Health Performance Andmentioning

confidence: 99%

Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population

Alfonsi

Scarpelli

D’Atri

et al. 2020

IJERPH

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The crucial role of sleep in physical and mental health is well known, especially during the developmental period. In recent years, there has been a growing interest in examining the relationship between sleep patterns and school performance in adolescents. At this stage of life, several environmental and biological factors may affect both circadian and homeostatic regulation of sleep. A large part of this population does not experience adequate sleep, leading to chronic sleep restriction and/or disrupted sleep-wake cycles. Studies investigating the effects of different sleep-wake schedules on academic achievement showed that impaired sleep quality and quantity are associated with decreased learning ability and compromised daytime functioning. This review focuses on the most recent studies that evaluated the effects of modified school start time on sleep patterns and related outcomes. Moreover, based on the available empirical evidence, we intend to propose a direction for future studies targeted to implement prevention or treatment programs by modifying sleep timing.

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“…En este contexto, cobra valor estudiar la relación que tiene el uso y sobreuso de la tecnología en el rendimiento académico. Esta problemática se ha es-tudiado ampliamente en la adolescencia tardía y resulta fundamental abordarla, con un enfoque preventivo, en la infancia y la adolescencia temprana 18,19 . Los objetivos del estudio fueron analizar si el tiempo de pantalla se relaciona con un menor rendimiento académico en escolares de segundo ciclo de centros de educación públicos en la provincia del Biobío, Chile y determinar si existen diferencias según sexo.…”

Section: Introductionunclassified

Aumento de horas de pantalla se asocia con un bajo rendimiento escolar

et al. 2021

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Objetivo: Analizar si el tiempo de pantalla se relaciona con un menor rendimiento académico en escolares de segundo ciclo y determinar diferencias por sexo.Sujetos y Método: Investigación analítica, retrospectiva y transversal en 733 escolares de 5to a 8vo año básico de establecimientos educacionales públicos pertenecientes al estudio “Encuesta de salud y rendimiento escolar de la provincia del Biobío 2018” fueron reclutados. El uso de pantalla fue auto-reportado a través de horas diarias frente a televisión, videojuegos e internet. El rendimiento escolar fue medido con las calificaciones en las asignaturas de lenguaje, matemáticas, educación física, promedio general y a través de conductas asociadas a la cognición en el contexto escolar. Para determinar la relación entre tiempo de pantalla y rendimiento escolar se determinó el coeficiente de correlación de Pearson y para medir la influencia del sexo y las horas de pantalla en las notas se realizó un ANOVA de dos vías.Resultados: Los escolares pasan 6,1 ± 5,3 h frente a una pantalla diariamente. Los niños pasan más tiempo jugando videojuegos y las niñas más navegando por internet. Tanto niños como niñas que pasan mayor cantidad de horas frente a una pantalla, principalmente jugando videojuegos y navegando por internet presentaron notas más bajas en matemáticas, lenguaje, educación física, promedio general y se perciben con menos memoria, más lentos para resolver problemas matemáticos, con más dificultades para mantener la atención en clases o para resolver tareas complejas.Conclusión: El uso de pantallas se asocia negativamente con el rendimiento académico, así como en las conductas asociadas a la cognición en escolares de ambos sexos.

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Sleep habits, circadian preference, and school performance in early adolescents

Cited by 21 publications

References 9 publications

Teenage night owls or early birds? Chronotype and the mental health of adolescents

Teenage night owls or early birds? Chronotype and the mental health of adolescents

Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population

Aumento de horas de pantalla se asocia con un bajo rendimiento escolar

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