The effects of bedtime and sleep duration on academic and emotional outcomes in a nationally representative sample of adolescents.
The effects of bedtime and sleep duration on academic and emotional outcomes in a nationally representative sample of adolescents.
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在全国代表性的青少年样本中，就寝时间和睡眠持续时间对学术和情感成果的影响。
DOI：
10.1016/j.jadohealth.2013.09.004
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发表时间：
2014-03
期刊：
影响因子：
--
通讯作者：
Harvey AG
中科院分区：
文献类型：
--
作者：
Asarnow LD;McGlinchey E;Harvey AG
总体目标是在全国代表性样本中澄清和更好地表征青少年的睡眠/昼夜节律模式。来自全国青少年健康纵向研究（Add Health）的三波数据被用来评估2700名青少年（7-12年级）的睡眠/昼夜节律模式。从横截面上看，学年晚就寝时间与总睡眠时间（TST）缩短有关，而夏季晚就寝时间则与此无关。此外，从横截面上看，学年晚就寝时间与夏季晚就寝时间无关。在第一阶段（1994-1995）中，晚就寝时间与6 - 8年后较差的教育结果和情绪困扰有关。此外，第二波（1996年）的夏季晚就寝时间与第三波（2001-2002年）更多的情绪困扰有关。短TST与情绪和学业功能的变化没有纵向关系。在第一波和第二波中，超过四分之三的青少年在上学期间晚上11点15分或更晚睡觉，在夏天凌晨1点30分或更晚睡觉，他们的睡眠时间少于建议的9小时。这些发现强调了评估和监测青少年就寝时间的重要性，以及针对就寝时间的干预策略的重要性，以努力减少相关的功能障碍，并改善学业和情感结果。
The overall aim was to clarify and better characterize the sleep/circadian patterns of adolescents in a nationally representative sample. Three waves of data from the National Longitudinal Study of Adolescent Health (Add Health) was used to assess sleep/circadian patterns of 2700 adolescents (in grades 7–12). Late school year bedtime was associated with shorter total sleep time (TST) cross-sectionally, while late summertime bedtime was not. Moreover, late school year bedtime was not associated with late summertime bedtime cross-sectionally. Late school year bedtime in wave I (1994–1995) was associated with worse educational outcomes and emotional distress six to eight years later. Additionally, late summertime bedtime in wave II (1996) was associated with more emotional distress at wave III (2001–2002). Short TST was not associated longitudinally with changes in emotional and academic functioning. Across waves I and II, more than three quarters of adolescents who went to sleep at 11:15 p.m. or later during the school year or 1:30 a.m. or later during the summer reported sleeping fewer than the recommended nine hours. These findings underscore the significance of evaluating and monitoring bedtime in adolescents and the importance of intervention strategies that target bedtimes in an effort to reduce associated functional impairments, and improve academic and emotional outcomes.
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