In-person vs home schooling during the COVID-19 pandemic: Differences in sleep, circadian timing, and mood in early adolescence.
In-person vs home schooling during the COVID-19 pandemic: Differences in sleep, circadian timing, and mood in early adolescence.
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COVID-19 大流行期间的面对面教育与家庭教育：青春期早期睡眠、昼夜节律和情绪的差异。
DOI：
10.1111/jpi.12757
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发表时间：
2021
影响因子：
10.3
通讯作者：
CLASSStudyTeam
中科院分区：
文献类型：
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作者：
Stone,JuliaE;Phillips,AndrewJK;Chachos,Evangelos;Hand,AnthonyJ;Lu,Sinh;Carskadon,MaryA;Klerman,ElizabethB;Lockley,StevenW;Wiley,JoshuaF;Bei,Bei;Rajaratnam,ShanthaMW;CLASSStudyTeam
在COVID-19大流行期间，世界各地的学校迅速从面对面学习过渡到远程学习，这为研究面对面学习与远程学习对睡眠、昼夜节律和情绪的影响提供了机会。我们在青少年（年龄M ± SD = 12.79 ± 0.42岁）中，在面对面学习（n = 28）和远程学习（n = 58，其中n = 27为重复评估）期间，使用腕动记录仪和睡眠日记评估了1 - 2周的睡眠-觉醒时间。使用唾液褪黑激素（微光褪黑激素发作; DLMO）在单一条件下测量每个人的昼夜节律。在线调查评估了每种情况下的情绪（PROMIS儿科焦虑和抑郁症状）和嗜睡（埃普沃思嗜睡量表-儿童和青少年）。远程期间（与面对面）学习：（i）在上学日，学生晚26分钟入睡，晚49分钟醒来，导致睡眠时间延长22分钟（所有P < .0001）;（ii）DLMO时间在不同条件下没有显著差异，尽管参与者在较晚的昼夜节律阶段醒来（43分钟，P= 0.03）在远程学习;（iii）参与者报告显着较低的嗜睡（P= 0.048）和较低的焦虑症状（P= 0.006）。抑郁症状在不同条件下没有差异。情绪症状的变化不受睡眠的影响。虽然远程学习仍然有固定的上学时间，但取消早晨通勤可能使青少年睡得更久，醒得更晚，并且在更晚的昼夜节律阶段醒来。这些结果表明，远程学习，或推迟开学时间，可以延长睡眠时间，改善青少年的一些主观症状。
During the COVID‐19 pandemic, schools around the world rapidly transitioned from in‐person to remote learning, providing an opportunity to examine the impact of in‐person vs remote learning on sleep, circadian timing, and mood. We assessed sleep‐wake timing using wrist actigraphy and sleep diaries over 1‐2 weeks during in‐person learning (n = 28) and remote learning (n = 58, where n = 27 were repeat assessments) in adolescents (age M ± SD = 12.79 ± 0.42 years). Circadian timing was measured under a single condition in each individual using salivary melatonin (Dim Light Melatonin Onset; DLMO). Online surveys assessed mood (PROMIS Pediatric Anxiety and Depressive Symptoms) and sleepiness (Epworth Sleepiness Scale – Child and Adolescent) in each condition. During remote (vs in‐person) learning: (i) on school days, students went to sleep 26 minutes later and woke 49 minutes later, resulting in 22 minutes longer sleep duration (allP< .0001); (ii) DLMO time did not differ significantly between conditions, although participants woke at a later circadian phase (43 minutes,P= .03) during remote learning; and (iii) participants reported significantly lower sleepiness (P= .048) and lower anxiety symptoms (P= .006). Depressive symptoms did not differ between conditions. Changes in mood symptoms were not mediated by sleep. Although remote learning continued to have fixed school start times, removing morning commutes likely enabled adolescents to sleep longer, wake later, and to wake at a later circadian phase. These results indicate that remote learning, or later school start times, may extend sleep and improve some subjective symptoms in adolescents.