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Fuller-Rowell TE, Zeringue MM, Saini EK, Yip T, El-Sheikh M. Do Sleep Problems Exacerbate the Mental Health Consequences of Discrimination Among Adults? Psychosom Med 2024; 86:324-333. [PMID: 38588054 DOI: 10.1097/psy.0000000000001305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/10/2024]
Abstract
OBJECTIVE An emerging literature suggests that sleep may play an important role in moderating the association between discrimination and mental health problems among adolescents. However, few if any studies have considered this topic among adults. Addressing this knowledge gap, the current study examined multiple sleep parameters as moderating variables in the association between discrimination and mental health problems among adults. METHODS Participants were 874 adults residing in small towns and semirural contexts within the Southeastern region of the United States ( Mage = 41 years, SD = 7; 57% female; 31% Black, 69% White; 52% income-to-needs < 2). Sleep duration and night-to-night variability in duration were assessed using wrist actigraphy. Established self-report measures were used to assess global sleep problems, experiences of discrimination, and mental health problems (anxiety, depression, and externalizing symptoms). RESULTS Experiences of discrimination were associated with more depression, anxiety, and externalizing problems. Two out of three sleep parameters were found to moderate the effects of discrimination on mental health. The association between discrimination and externalizing problems (but not anxiety or depression) was attenuated among those with less night-to-night variability in sleep duration. The associations between discrimination and anxiety and externalizing problems (but not depression) were attenuated among those with fewer global sleep problems. Less variability in sleep duration and fewer global sleep problems were also directly associated with lower levels of depression, anxiety, and externalizing problems. CONCLUSIONS Greater consistency in sleep duration from night-to-night, and fewer overall sleep problems appear to mitigate risk of mental health problems among adults, particularly in contexts where discrimination is prevalent.
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Affiliation(s)
- Thomas E Fuller-Rowell
- From the Department of Human Development and Family Science (Fuller-Rowell, El-Sheikh), Auburn University, Auburn, Alabama; Department of Psychology (Zeringue), Middle Tennessee State University, Murfreesboro, Tennessee; Department of Human Development and Family Studies (Saini), Pennsylvania State University, University Park, Pennsylvania; and Department of Psychology (Yip), Fordham University, Bronx, New York
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2
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Bacaro V, Carpentier L, Crocetti E. Sleep Well, Study Well: A Systematic Review of Longitudinal Studies on the Interplay between Sleep and School Experience in Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4829. [PMID: 36981738 PMCID: PMC10049641 DOI: 10.3390/ijerph20064829] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 03/06/2023] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
Adolescents spend most of their daily time in school and performing school-related activities. Different aspects of their school experiences, such as school performance, psychological factors related to school, and structural factors, consistently impact adolescents' health and are likely to be intertwined with their sleep (i.e., quantity and quality, sleep disturbances). This systematic review aimed to comprehensively summarize the reciprocal and longitudinal associations between adolescents' sleep and multiple aspects of their school experience. Using multiple search strategies and applying a two-step selection process, 25 journal articles matched the eligibility criteria and were thus included in the review. The results highlighted the contribution of poor sleep quality and sleep disturbances in predicting longitudinal school experiences-related outcomes (i.e., decreasing school engagement and performance, and increasing school-related burnout, absenteeism, and bullying). At the same time, the results showed how experiences related to the school's psychological factors (e.g., high levels of school burnout and stressful environment) and structural characteristics (e.g., early school entrance time) affect youth sleep over time (i.e., decreasing sleep quality and quantity). These main findings provided novel insights into the bidirectional relationship between school experience and sleep health, highlighting the importance of more longitudinal research investigating all aspects of healthy sleep, including the size and direction of the association.
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Affiliation(s)
- Valeria Bacaro
- Department of Psychology “Renzo Canestrari”, Alma Mater Studiorum Università di Bologna, 47521 Cesena, Italy
| | - Liesbeth Carpentier
- Faculty of Psychology and Educational Sciences, Katholieke Universiteit Leuven, 3000 Leuven, Belgium
| | - Elisabetta Crocetti
- Department of Psychology “Renzo Canestrari”, Alma Mater Studiorum Università di Bologna, 47521 Cesena, Italy
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3
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Mou Q, Zhuang J, Gao Y, Zhong Y, Lu Q, Gao F, Zhao M. The relationship between social anxiety and academic engagement among Chinese college students: A serial mediation model. J Affect Disord 2022; 311:247-253. [PMID: 35513116 DOI: 10.1016/j.jad.2022.04.158] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 04/23/2022] [Accepted: 04/29/2022] [Indexed: 11/26/2022]
Abstract
BACKGROUND Few studies have elucidated the mechanisms linking social anxiety and academic engagement. This study aimed to explore the link between social anxiety and academic engagement through a series of mediating effects of social media addiction and sleep quality among college students. METHODS 2661 college students completed the Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Pittsburgh Sleep Quality Index, and the Utrecht Work Engagement Scale for Student. The serial mediation analysis was conducted using Hayes' PROCESS macro (Model 6). RESULTS Social anxiety had a significantly direct effect on academic engagement (c = -0.162, p < 0.001) and through three significantly indirect pathways: (1) through social media addiction (B = -0.019, 95% CI: -0.027 to -0.011), accounting for 11.7% of the total effect; (2) through poor sleep quality (B = -0.043, 95% CI: -0.052 to-0.034), accounting for 26.5% of the total effect; and (3) through the serial mediators involving in social media addiction and poor sleep quality (B = -0.007, 95% CI: -0.009 to -0.005), accounting for 4.3% of the total effect. The total mediating effect was 42.6%. LIMITATIONS This cross-sectional study prevented us from establishing causality. CONCLUSIONS This study highlights the serial mediating role of social media addiction and sleep quality, the behavior and lifestyle factors, in the relationship between social anxiety and academic engagement. Therefore, social media addiction and sleep quality interventions for college students with social anxiety have the potential to improve their academic engagement.
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Affiliation(s)
- Qiaoxing Mou
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Jie Zhuang
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Yuexia Gao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Yaqin Zhong
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Qingyun Lu
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China
| | - Fei Gao
- Center for Food Safety and School Health, Heilongjiang Provincial Center for Disease Control and Prevention, Harbin, Heilongjiang, China
| | - Miaomiao Zhao
- Department of Health Management, School of Public Health, Nantong University, Nantong, Jiangsu, China.
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4
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Önder İ, Önder AN, Güven Yıldırım E. Burnout and engagement in university students: relationships with morningness-eveningness preferences, average sleep length and social jetlag. BIOL RHYTHM RES 2022. [DOI: 10.1080/09291016.2022.2088662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- İsmail Önder
- Faculty of Education, Department of Mathematics and Science Education (Matematik ve Fen Bilimleri Eğitimi Bölümü), Sakarya University (Sakarya Üniversitesi Eğitim Fakültesi), Hendek, Turkey
| | - Ayşe Nesibe Önder
- Gazi Faculty of Education, Department of Mathematics and Science Education (Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı), Gazi University (Gazi Üniversitesi Gazi Eğitim Fakültesi), Turkey
| | - Ezgi Güven Yıldırım
- Gazi Faculty of Education, Department of Mathematics and Science Education (Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı), Gazi University (Gazi Üniversitesi Gazi Eğitim Fakültesi), Turkey
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5
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Wang W, Haegele JA, Wu Y, Li C. Meeting the 24-Hour Movement Guidelines and Outcomes in Adolescents with ADHD: A Cross-Sectional Observational Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042132. [PMID: 35206320 PMCID: PMC8871587 DOI: 10.3390/ijerph19042132] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 02/11/2022] [Accepted: 02/11/2022] [Indexed: 02/06/2023]
Abstract
According to the 24-Hour Movement Guidelines, meeting daily recommendations for physical activity, sleep, and screen time is important for obtaining optimal health benefits. This cross-sectional observational study aimed to examine (a) the prevalence of meeting the movement guidelines; and (b) the associations between meeting the guidelines and selected outcomes in adolescents with attention-deficit/hyperactivity disorder (ADHD). Data from the 2018–2019 National Survey for Children’s Health dataset was used. Participants were adolescents (10–17 years) with ADHD and without other chronic conditions. Outcomes were flourishing, school engagement, and body weight status. Exposures of interest were adherence to the movement guidelines. The frequency of the participants’ adherence to the guidelines was estimated, and regression analyses were conducted to examine the associations between adherence to the guidelines and outcomes, adjusting for potential confounders. Complete observations were available for 634 adolescents with ADHD. Overall, 46.8% of the participants met at least one movement guideline, but only 6.5% met all three. The number of guidelines met had a significant and positive association with flourishing and school engagement (β = 0.21/0.17, ptrend < 0.001). Compared with meeting all three guidelines, significant associations with lower flourishing levels were found in participants who met none, sleep only, and sedentary time only (β = −0.38–−0.13, p < 0.05). Similar findings were identified in the school engagement outcome. Adherence to the guidelines was, however, not significantly associated with the odds of being overweight or obese. Collectively, the findings suggest the movement guidelines may be appropriate for extending to adolescents with ADHD and there is a need to increase adherence to the guidelines in this group.
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Affiliation(s)
- Wei Wang
- School of Physical Education & Sports Science, South China Normal University, Guangzhou 510631, China;
| | - Justin A. Haegele
- Department of Human Movement Sciences, Center for Movement, Health & Disability, Darden College of Education and Professional Studies, Old Dominion University, Norfolk, VA 23529, USA;
| | - Yandan Wu
- School of Physical Education & Sports Science, Fujian Normal University, Fuzhou 350117, China
- Correspondence: (Y.W.); (C.L.)
| | - Chunxiao Li
- School of Physical Education & Sports Science, South China Normal University, Guangzhou 510631, China;
- Correspondence: (Y.W.); (C.L.)
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Okely AD, Ghersi D, Loughran SP, Cliff DP, Shilton T, Jones RA, Stanley RM, Sherring J, Toms N, Eckermann S, Olds TS, Zhang Z, Parrish AM, Kervin L, Downie S, Salmon J, Bannerman C, Needham T, Marshall E, Kaufman J, Brown L, Wille J, Wood G, Lubans DR, Biddle SJH, Pill S, Hargreaves A, Jonas N, Schranz N, Campbell P, Ingram K, Dean H, Verrender A, Ellis Y, Chong KH, Dumuid D, Katzmarzyk PT, Draper CE, Lewthwaite H, Tremblay MS. A collaborative approach to adopting/adapting guidelines. The Australian 24-hour movement guidelines for children (5-12 years) and young people (13-17 years): An integration of physical activity, sedentary behaviour, and sleep. Int J Behav Nutr Phys Act 2022; 19:2. [PMID: 34991606 PMCID: PMC8734238 DOI: 10.1186/s12966-021-01236-2] [Citation(s) in RCA: 33] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 12/08/2021] [Indexed: 12/20/2022] Open
Abstract
Abstract Background In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process. Methods The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Results Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). Conclusions To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01236-2.
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Affiliation(s)
- Anthony D Okely
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia. .,Illawarra Health and Medical Research Institute, Wollongong, Australia.
| | - Davina Ghersi
- Research Policy and Translation, National Health and Medical Research Council, Canberra, Australia.,National Health & Medical Research Council Clinical Trials Centre, Sydney Medical School, University of Sydney, Sydney, Australia
| | - Sarah P Loughran
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Dylan P Cliff
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Trevor Shilton
- National Heart Foundation (WA), 334 Rokeby Road, Subiaco, Australia
| | - Rachel A Jones
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Rebecca M Stanley
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Julie Sherring
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Natalie Toms
- Preventive Programs, Commonwealth Department of Health, Canberra, Australia
| | - Simon Eckermann
- Australian Health Services Research Institute, University of Wollongong, Wollongong, Australia
| | - Timothy S Olds
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Zhiguang Zhang
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Anne-Maree Parrish
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Lisa Kervin
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Sandra Downie
- Preventive Programs, Commonwealth Department of Health, Canberra, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), Deakin University, Melbourne, Australia
| | | | | | | | - Jordy Kaufman
- Swinburne University of Technology, Melbourne, Australia
| | - Layne Brown
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Janecke Wille
- Federation of Ethnic Communities Council of Australia (FECCA), Canberra, Australia
| | - Greg Wood
- Australian Sports Commission, Leederville, Western Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Newcastle, Australia
| | - Stuart J H Biddle
- Centre for Health Research, University of Southern Queensland, Springfield Central, Toowoomba, Australia
| | - Shane Pill
- The Australian Council for Health, Physical Education and Recreation (ACHPER), Wayville, Australia and Flinders University, Adelaide, South Australia
| | | | - Natalie Jonas
- Australian Curriculum, Assessment and Reporting Authority (ACARA), SA, Sydney, Australia
| | - Natasha Schranz
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia.,Active Healthy Kids Australia, Adelaide, Australia and National Heart Foundation, Adelaide, South Australia
| | - Perry Campbell
- Australian Children's Education & Care Quality Authority (ACECQA), Sydney, Australia
| | - Karen Ingram
- NSW Education Standards Authority (NESA), Sydney, Australia
| | - Hayley Dean
- NSW Education Standards Authority (NESA), Sydney, Australia
| | - Adam Verrender
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Yvonne Ellis
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Kar Hau Chong
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Dorothea Dumuid
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | | | - Catherine E Draper
- SAMRC/Wits Developmental Pathways for Health, University of the Witwatersrand, Johannesburg, South Africa
| | - Hayley Lewthwaite
- Australian Health Services Research Institute, University of Wollongong, Wollongong, Australia
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
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Ziporyn TD, Owens JA, Wahlstrom KL, Wolfson AR, Troxel WM, Saletin JM, Rubens SL, Pelayo R, Payne PA, Hale L, Keller I, Carskadon MA. Adolescent sleep health and school start times: Setting the research agenda for California and beyond: A research summit summary: A research summit summary. Sleep Health 2021; 8:11-22. [PMID: 34991996 DOI: 10.1016/j.sleh.2021.10.008] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Revised: 09/18/2021] [Accepted: 10/14/2021] [Indexed: 12/26/2022]
Abstract
In fall 2019, California passed and signed into law SB328, the first US statewide legislation explicitly designed to protect adolescent sleep health by requiring most California public school districts to start no earlier than 8:00 AM for middle schools and 8:30 AM for high schools. Recognizing the unique opportunity presented by the bill's 3-year implementation period, a group of experts in adolescent sleep and school start times held a virtual summit on January 22-23, 2021 to (1) summarize the research on adolescent sleep and school start time change; (2) develop recommendations for relevant, refined, and innovative research areas and research questions; (3) provide input regarding research design, methodology, and implementation; and (4) offer a forum for networking, exchanging ideas, and establishing interdisciplinary research collaborations. Participants represented a multidisciplinary range of academic backgrounds including sleep and circadian biology, neuroscience, education, medicine, public health, mental health, safety, public policy, economics, implementation science, criminology, diversity studies, and science communication. This paper summarizes summit presentations regarding current knowledge on adolescent sleep health and school start times and key research recommendations from small group workshops on topics including research design and tools, methodological issues, sleep health disparities, logistical challenges in conducting school-based research, public-health impact, and novel and expanded approaches to research.
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Affiliation(s)
| | | | - Kyla L Wahlstrom
- Department of Organizational Leadership, Policy and Development, College of Education and Human Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Amy R Wolfson
- Department of Psychology, Loyola University Maryland, Baltimore, Maryland, USA
| | - Wendy M Troxel
- Behavior and Policy Sciences, RAND Corporation, Pittsburgh, Pennsylvania, USA
| | - Jared M Saletin
- EP Bradley Hospital Sleep Research Laboratory, Alpert Medical School of Brown University, Providence, Rhode Island, USA
| | - Sonia L Rubens
- Department of Counseling Psychology, Santa Clara University, Santa Clara, California, USA
| | - Rafael Pelayo
- Stanford University School of Medicine, Department of Psychiatry & Behavioral Sciences, Stanford, California, USA
| | | | - Lauren Hale
- Program in Public Health, Department of Family, Population, and Preventive Medicine, Renaissance School of Medicine, Stony Brook University, Stony Brook, New York, USA
| | - Irena Keller
- Department of Psychology, Las Positas College, Livermore, California, USA
| | - Mary A Carskadon
- EP Bradley Hospital Sleep Research Laboratory, Alpert Medical School of Brown University, Providence, Rhode Island, USA
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Ng HTH, Zhang CQ, Phipps D, Zhang R, Hamilton K. Effects of anxiety and sleep on academic engagement among university students. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1080/00050067.2021.1965854] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Hei Tung Heather Ng
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - Chun-Qing Zhang
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Daniel Phipps
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
| | - Ru Zhang
- Department of Sport Sciences & Physical Education, The Chinese University of Hong Kong, Sha Tin, Hong Kong
| | - Kyra Hamilton
- School of Applied Psychology and Menzies Health Institute Queensland, Griffith University, Brisbane, Australia
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Associations between sleep and academic performance in US adolescents: a systematic review and meta-analysis. Sleep Med 2021; 83:71-82. [PMID: 33991893 DOI: 10.1016/j.sleep.2021.04.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 04/08/2021] [Accepted: 04/10/2021] [Indexed: 11/23/2022]
Abstract
This systematic review and meta-analysis aim to investigate the relationship between sleep and academic performance in students enrolled in secondary education programs in the United States. The study team conducted a literature search of 4 databases-PubMed, Embase, CINAHL, and ERIC-on September 19 and repeated December 17, 2020. Studies were included if they were observational, published in a peer-reviewed, non-predatory journal, available in full-text, written in English, included adolescents enrolled in an organized academic program, took place in the US, and evaluated the effect of sleep duration and/or sleep quality on academic performance. After excluding reviews, editorials, interventions, and those targeting diagnostic groups, 14 studies met inclusion criteria. Risk of bias was assessed using the NIH Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies; 12 studies were found to be good or high quality, 2 were adequate/fair or poor quality. A meta-analysis of 11 of the included studies revealed that sleep duration (r = 0.03; 95%CI -0.027, 0.087; p = 0.087) and sleep quality (r = 0.089; 95%CI 0.027, 0.151; p = 0.005) had negligible correlations with academic performance (non-significant and significant, respectively). Inconsistencies in definitions, methods, and measures utilized to assess sleep duration, sleep quality, and academic performance constructs may offer insight into seemingly conflicting findings. Given the pivotal role sleep plays in development, future investigations utilizing validated and objective sleep and academic performance measures are needed in adolescents.
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10
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Li C, Haegele JA, Wang L. Moderate-to-vigorous physical activity and behavioral outcomes in adolescents with attention deficit and hyperactivity disorder: The role of sleep. Disabil Health J 2020; 14:100970. [PMID: 32811782 DOI: 10.1016/j.dhjo.2020.100970] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 05/09/2020] [Accepted: 06/08/2020] [Indexed: 11/25/2022]
Abstract
BACKGROUND Attention deficit and hyperactivity disorder (ADHD) is a neurodevelopmental disorder that has a worldwide prevalence of 7.2%. Individuals with ADHD often have sleep and behavioral problems. OBJECTIVE This cross-sectional survey aims to investigate the relationships between moderate-to-vigorous physical activity (MVPA), sleep, bullying, and school engagement in adolescents with ADHD. METHODS Data were obtained from the 2011-2012 National Survey of Children's Health. A subsample (n = 272) that fit the inclusion criteria was included. Path analysis was used to test the hypothesized model (i.e., MVPA → sleep → bullying/school engagement). RESULTS The proposed model fit the data well. MVPA was found to be associated with sleep, bullying, and school engagement. In addition, sleep mediated the relationship between MVPA and bullying/school engagement. CONCLUSIONS MVPA and sleep play an important role in understanding behavioral outcomes in adolescents with ADHD. Longitudinal or intervention studies are needed to support the present findings.
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Affiliation(s)
- Chunxiao Li
- School of Physical Education & Sports Science, South China Normal University, Guangzhou, 510006, China; National Institute of Education, Nanyang Technological University, 637616, Singapore.
| | - Justin A Haegele
- Department of Human Movement Sciences, Old Dominion University, Norfolk, VA, 23529, USA.
| | - Lijuan Wang
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, 200438, China.
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11
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N Bell A, Juvonen J. Gender Discrimination, Perceived School Unfairness, Depressive Symptoms, and Sleep Duration Among Middle School Girls. Child Dev 2020; 91:1865-1876. [PMID: 32712961 DOI: 10.1111/cdev.13388] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The current study examines how gender discrimination by adults in school is linked with depressive symptoms and sleep duration over time in middle school. The main goal is to test one psychological mechanism that can account for such associations: perceived school unfairness. Relying on a racially-ethnically diverse sample of girls (N = 2,718, Mage = 13.01, SDage = 0.39) from 26 middle schools, multilevel mediation analyses revealed that girls who experienced school-based gender discrimination by an adult in seventh grade reported higher levels of perceived school unfairness in eighth grade. Moreover, perceived unfairness, in turn, was associated with more depressive symptoms and shorter sleep durations by eighth grade. Implications of changes in adolescent girls' sleep and mood related to their experiences of gender discrimination are discussed.
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12
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Yip T, Cham H, Wang Y, El-Sheikh M. Discrimination and Sleep Mediate Ethnic/Racial Identity and Adolescent Adjustment: Uncovering Change Processes With Slope-as-Mediator Mediation. Child Dev 2020; 91:1021-1043. [PMID: 31317537 PMCID: PMC6980173 DOI: 10.1111/cdev.13276] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
This study employs slope-as-mediator techniques to explore how the daily association between ethnic/racial discrimination and sleep disturbances serves as an intermediary link between ethnic/racial identity (ERI) and psychological adjustment. In a diverse sample of 264 adolescents (Mage = 14.3 years old, 70% female, 76% United States born, 25% African American, 32% Asian American, 43% Latinx), discrimination was associated with sleep disturbance. Furthermore, ERI commitment buffered the impact of discrimination on sleep, whereas ERI exploration exacerbated the impact of discrimination. Finally, the daily level association between discrimination and sleep (i.e., daily slope) mediated the association between ERI and adolescent adjustment. Substantive links between discrimination and sleep are discussed as well as broader applications of slope-as-mediator techniques.
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