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Fjell AM, Walhovd KB. Individual sleep need is flexible and dynamically related to cognitive function. Nat Hum Behav 2024; 8:422-430. [PMID: 38379065 DOI: 10.1038/s41562-024-01827-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Accepted: 01/15/2024] [Indexed: 02/22/2024]
Abstract
Given that sleep deprivation studies consistently show that short sleep causes neurocognitive deficits, the effects of insufficient sleep on brain health and cognition are of great interest and concern. Here we argue that experimentally restricted sleep is not a good model for understanding the normal functions of sleep in naturalistic settings. Cross-disciplinary research suggests that human sleep is remarkably dependent on environmental conditions and social norms, thus escaping universally applicable rules. Sleep need varies over time and differs between individuals, showing a complex relationship with neurocognitive function. This aspect of sleep is rarely addressed in experimental work and is not reflected in expert recommendations about sleep duration. We recommend focusing on the role of individual and environmental factors to improve our understanding of the relationship between human sleep and cognition.
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Affiliation(s)
- Anders M Fjell
- Center for Lifespan Changes in Brain and Cognition, University of Oslo, Oslo, Norway.
- Center for Computational Radiology and Artificial Intelligence, Oslo University Hospital, Oslo, Norway.
| | - Kristine B Walhovd
- Center for Lifespan Changes in Brain and Cognition, University of Oslo, Oslo, Norway
- Center for Computational Radiology and Artificial Intelligence, Oslo University Hospital, Oslo, Norway
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Barley BK, Gao C, Luster T, Porro A, Parizi-Robinson M, Quigley D, Zinke P, Scullin MK. Chronotype in college science students is associated with behavioral choices and can fluctuate across a semester. Chronobiol Int 2023; 40:710-724. [PMID: 37080776 DOI: 10.1080/07420528.2023.2203251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 01/18/2023] [Accepted: 04/11/2023] [Indexed: 04/22/2023]
Abstract
Many students self-report that they are "night owls," which can result from neurodevelopmental delays in the circadian timing system. However, whether an individual considers themselves to be an evening-type versus a morning-type (self-reported chronotype) may also be influenced by academic demands (e.g. class start times, course load) and behavioral habits (e.g. bedtime social media use, late caffeine consumption, daytime napping). If so, then chronotype should be malleable. We surveyed 858 undergraduate students enrolled in demanding science courses at up to three time points. The survey assessed morning/evening chronotype, global sleep quality, academics, and behavioral habits. Evening and morning-type students showed similar demographics, stress levels, and academic demands. At baseline measurements, relative to morning-types, evening-types showed significantly worse sleep quality and duration as well as 22% greater bedtime social media usage, 27% greater daytime napping duration, and 46% greater likelihood of consuming caffeine after 5pm. These behavioral habits partially mediated the effects of self-reported chronotype on sleep quality/duration, even after controlling for demographic factors. Interestingly, 54 students reported switching from being at least moderate evening-types at baseline to being at least moderate morning-types later in the semester and 56 students showed the reverse pattern (6.3% of students switched from "definitely" one chronotype to the other chronotype). Evening-to-morning "chrono-switchers" consumed less caffeine after 5pm and showed significantly better sleep quantity/quality at the later timepoint. Thus, some students may consider themselves to be night owls in part because they consume caffeine later, take more daytime naps, or use more social media at bedtime. Experimental work is needed to determine whether nudging night owls to behave like morning larks results in better sleep health or academic achievement.
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Affiliation(s)
- Blake K Barley
- Department of Psychology and Neuroscience, Baylor University, Waco, Texas, USA
| | - Chenlu Gao
- Department of Psychology and Neuroscience, Baylor University, Waco, Texas, USA
- Division of Sleep and Circadian Disorders, Departments of Medicine and Neurology, Brigham and Women's Hospital, Boston, Massachusetts, USA
- Division of Sleep Medicine, Harvard Medical School, Boston, Massachusetts, USA
- Broad Institute of MIT and Harvard, Cambridge, Massachusetts, USA
| | - Taylor Luster
- Department of Psychology and Neuroscience, Baylor University, Waco, Texas, USA
- Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Abbye Porro
- Department of Psychology and Neuroscience, Baylor University, Waco, Texas, USA
| | | | - Dena Quigley
- Department of Biology, Baylor University, Waco, Texas, USA
| | - Paul Zinke
- Department of Chemistry and Biochemistry, Baylor University, Waco, Texas, USA
| | - Michael K Scullin
- Department of Psychology and Neuroscience, Baylor University, Waco, Texas, USA
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Stafford GE, Carlile Carter H, Cole LB, Loraas DM, Gulwadi GB. Feeling WELL: COVID-19 and the Adoption of Wellness Themes in Interior Design Curricula. JOURNAL OF INTERIOR DESIGN 2023; 48:119-138. [PMID: 38602989 PMCID: PMC10209720 DOI: 10.1177/10717641231168593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
Interior design (ID) pedagogy should include theories and applications, which advance human health and wellness in the built environment. Design for wellness and well-being is referenced in 5 of the 13 Council for Interior Design Accreditation (CIDA) knowledge application standards. This focus on wellness was amplified during the coronavirus disease 2019 (COVID-19) pandemic experience, which elevated our collective understanding of contagions, disease transmission, sanitation practices, vaccination efficacy, and immunity, as well as the devastating turmoil-social, economic, and psychological-of the pandemic's tragic spread. Thus, the purpose of this study was to examine ID educators' attitudes, intentions, and behaviors related to teaching wellness and to determine if the pandemic impacted wellness pedagogy. For this mixed methods study, we employed an online survey (n = 86) followed by participant interviews (n = 11). Data from the questionnaire and interviews suggested that peer attitudes toward wellness were a significant factor that influenced teaching behavior. Teaching intentions were predicted by prior teaching, attitudes, and perceived behavioral control (ability to teach wellness). Although experience with the pandemic was not a predictor of teaching behavior, it did surface as a strong motivator for future teaching adjustments. Findings also showed wide-ranging understandings and definitions of wellness-related themes. Implications for design programs seeking to equip faculty with the tools needed to integrate wellness more deeply into ID curricula are discussed.
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Barley BK, Walter C, Orselli P, Scullin MK. Rapid sleep education: If you could tell people one thing about sleep, what should it be? J Sleep Res 2022; 32:e13765. [PMID: 36325762 DOI: 10.1111/jsr.13765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 08/31/2022] [Accepted: 09/28/2022] [Indexed: 11/06/2022]
Abstract
Informal learning settings such as museums provide unique opportunities for educating a local community about sleep. However, in such settings, information must be capable of immediately inciting interest. We developed a series of sleep "icebreakers" (brief, informal facts) to determine whether they elicited interest in sleep and encouraged behavioural change. There were 859 participants across three cross-sectional samples: (a) members of the local museum; (b) Mechanical Turk workers who responded to a "sleep" study advertisement; and (c) Mechanical Turk workers who responded to a "various topics" study advertisement that did not mention sleep. All three samples demonstrated high interest in sleep topics, though delayed recall of the icebreakers was strongest in participants who expected to learn about the sleep topics. Icebreaker interest ratings were independent of age, gender and race/ethnicity, suggesting that sleep is a topic of universal interest. Importantly, regardless of demographics and sample, the more the icebreakers interested the participants, the more likely participants were to indicate willingness to donate to a sleep exhibit, change their sleep behaviours, and post to social media. Thus, sleep icebreakers can rapidly elicit people's interest, and future outreach efforts should couple icebreakers with opportunities for subsequent personalized learning.
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Affiliation(s)
- Blake K. Barley
- Department of Psychology and Neuroscience Baylor University Waco Texas USA
| | - Charles Walter
- Department of Museum Studies, Mayborn Museum Baylor University Waco Texas USA
| | - Paul Orselli
- POW! Paul Orselli Workshop, Inc. Baldwin New York USA
| | - Michael K. Scullin
- Department of Psychology and Neuroscience Baylor University Waco Texas USA
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Armand MA, Biassoni F, Corrias A. Sleep, Well-Being and Academic Performance: A Study in a Singapore Residential College. Front Psychol 2021; 12:672238. [PMID: 34135831 PMCID: PMC8200680 DOI: 10.3389/fpsyg.2021.672238] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Accepted: 04/27/2021] [Indexed: 01/07/2023] Open
Abstract
We examined the relationship between sleep and the affective components of subjective well-being as well as psychological well-being, and between sleep and academic performance, of full-time undergraduate students in a residential college at the National University of Singapore. The aspects of sleep considered were self-reported sleep duration, sleep efficiency, frequency of sleep disturbances, daytime dysfunction, sleep latency and overall sleep quality, as measured by the Pittsburgh Sleep Quality Index. Academic performance was measured using self-reported cumulative average point scores, typically known as grade point average in other institutions. Psychological well-being and the affective components of subjective well-being were assessed using the Flourishing Scale and the Scale of Positive and Negative Experience, respectively. With the exception of sleep latency, our univariate analysis revealed significant associations between the abovementioned facets of sleep, and the affective components of subjective well-being. The analysis also revealed significant associations between the above sleep variables and psychological well-being, except sleep latency and frequency of sleep disturbances. Only daytime dysfunction was found to be significantly correlated with academic performance in our univariate analysis. In addition, our multivariate analysis shows that psychological well-being, affect balance and academic performance each has a direct effect on overall sleep quality. The relationship between overall sleep quality and psychological well-being is U-shaped, while that between overall sleep quality and affect balance is linear and moderated by psychological well-being. The relationship between overall sleep quality and academic performance is either U-shaped or an inverted-U, depending on the level of psychological well-being, which moderates the relationship. These nonlinear relationships indicate that individuals with the highest levels of psychological well-being are not the best sleepers (in terms of overall sleep quality), neither are the highest academic achievers necessarily the best sleepers.
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Affiliation(s)
- Marc A. Armand
- Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore
| | - Federica Biassoni
- Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
| | - Alberto Corrias
- Department of Biomedical Engineering, National University of Singapore, Singapore, Singapore
- College of Alice and Peter Tan, National University of Singapore, Singapore, Singapore
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Markers of poor sleep quality increase sedentary behavior in college students as derived from accelerometry. Sleep Breath 2020; 25:537-544. [PMID: 32948936 DOI: 10.1007/s11325-020-02190-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 09/07/2020] [Accepted: 09/12/2020] [Indexed: 01/14/2023]
Abstract
PURPOSE Sleep is essential for overall health and can impact academic performance. Prior research reports reduced sleep time in college students. Poor sleep may impact physical activity (PA) and sedentary behavior, or vice versa, but has not been examined extensively in this population. Therefore, the purpose of this study was to examine markers of sleep quality, PA, and sedentary behavior in college students using objective means. METHODS A convenience sample of college students underwent body composition analysis and 7-day objective PA and sleep assessment via accelerometry. RESULTS Among 81 college students (53 women), there was no association between total sleep time (TST) and weekly average PA. TST was negatively associated with sedentary minutes per day, sedentary bouts per day, and total time in sedentary bouts per day. Greater sedentary bouts per day and average sedentary minutes per day were seen in those with a TST < 6 h, with no difference in body composition. Further, TST was negatively associated with sedentary minutes accumulated on the subsequent day, for all 7 days. CONCLUSION In a primarily residential college student cohort, poor sleep is associated with sedentary behavior more than PA. These students, who require a high amount of transport PA to and from campus during the week, are compensating by sleeping more and moving less on the weekend.
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Okano K, Kaczmarzyk JR, Dave N, Gabrieli JDE, Grossman JC. Sleep quality, duration, and consistency are associated with better academic performance in college students. NPJ SCIENCE OF LEARNING 2019; 4:16. [PMID: 31583118 PMCID: PMC6773696 DOI: 10.1038/s41539-019-0055-z] [Citation(s) in RCA: 92] [Impact Index Per Article: 18.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Accepted: 07/17/2019] [Indexed: 05/05/2023]
Abstract
Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.
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Affiliation(s)
- Kana Okano
- MIT Integrated Learning Initiative, Department of Brain and Cognitive Sciences, and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139 USA
| | - Jakub R. Kaczmarzyk
- MIT Integrated Learning Initiative, Department of Brain and Cognitive Sciences, and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139 USA
| | - Neha Dave
- Harvard Business School, Boston, MA 02163 USA
| | - John D. E. Gabrieli
- MIT Integrated Learning Initiative, Department of Brain and Cognitive Sciences, and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139 USA
| | - Jeffrey C. Grossman
- Department of Materials Science and Engineering Massachusetts Institute of Technology, Cambridge, MA 02139 USA
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