Sleep-wake patterns and their influence on school performance in Portuguese adolescents.
Sleep-wake patterns and their influence on school performance in Portuguese adolescents.
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DOI：
10.1016/s0212-6567(14)70085-x
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发表时间：
2014-11
影响因子：
2.5
通讯作者：
Cunha M
中科院分区：
文献类型：
--
作者：
Duarte J;Nelas P;Chaves C;Ferreira M;Coutinho E;Cunha M
研究葡萄牙青少年的睡眠-觉醒模式及其对学习成绩的影响。横断面，分析解释，相关流行病学研究。该方案包括复合晨兴问卷（巴顿等人，1985年改编自Silva等人，1985年）、埃普沃思嗜睡量表（Murray，1991年）、慢性疲劳量表（Smith等人，1995年）、匹兹堡睡眠质量指数（Buysse，1988年）、教育成就（Fermin，2005年）、个人和学术数据。2 094名学生（55.3%为女孩; 16-23岁;男性= 16.82 ± 1.25）在葡萄牙中部上中学。居住在城市地区，与父母同住，约57.1%的家庭经济来源合理。青少年的睡眠模式显示，他们每晚平均睡眠8-9小时，不使用药物入睡，睡眠潜伏期在正常范围内，睡眠效率良好，没有日间功能障碍，睡眠不受干扰，主要是中间生理时钟类型。轻微嗜睡，睡眠效率提高，主观睡眠满意度提高，睡眠障碍减少，日间功能障碍减少，不服用催眠药物，与更好的学习成绩相关。早睡/晚睡、睡眠效率、日间功能障碍和睡眠潜伏期是学习成绩的预测因子。生理时钟类型相互作用，以预测睡眠质量，提高它作为一个中介的学校表现。在中等教育的诊断和干预过程中，应考虑睡眠和相关的个人特征。
To characterise sleep-wake patterns and their influence on academic performance for a sample of Portuguese adolescents. Cross-sectional, analytical-explanatory, correlational epidemiological research. The protocol includes the composite morningness questionnaire (Barton et al, 1985 adapted by Silva et al, 1985), the Epworth Sleepiness Scale (Murray, 1991), chronic fatigue scale (Smith et al, 1995), the Pittsburgh Sleep Quality Index (Buysse, 1988), Educational Achievement (Fermin, 2005), personal and academic data. 2094 students (55.3% girls; 16–23 years old; M = 16.82 ± 1.25) attending secondary school in central Portugal. Living in urban areas, living with their parents and about 57.1% are in a family with reasonable economic resources. Adolescents’ sleep patterns reveal that they sleep on average between 8–9 hours a night, do not use medication to sleep, with sleep latency within the normal range, with good sleep efficiency, without daytime dysfunction and with undisturbed sleep, predominantly intermediate chronotype. Minor drowsiness, increased sleep efficiency, improved subjective sleep satisfaction, less sleep disturbance, less daytime dysfunction, not consuming hypnotic medications, associated with better academic performance. Morningness/eveningness, sleep efficiency, daytime dysfunction and sleep latency emerge as predictors of academic performance. The chronotype interacts to predict the quality of sleep enhancing it as a mediator of school performance. Sleep and associated individual characteristics should be considered in the diagnosis and intervention process in secondary education.