Warner Suzanne, Murray Greg, Meyer Denny
Swinburne University of Technology, Hawthorn, Vic. 3122, Australia.
J Adolesc. 2008 Oct;31(5):595-608. doi: 10.1016/j.adolescence.2007.10.005. Epub 2008 Feb 20.
The holiday and school-term sleep patterns of 310 Australian senior school students were surveyed in a longitudinal study, along with self-reported sleep quality, mood, daytime functioning, grades and circadian preference. Evidence was found that with the impact of school schedule, students accrued a significant sleep debt, obtaining insufficient sleep for their needs and reporting lowered mood and daytime functioning. Support was found for the hypothesis that trait circadian preference mediates mood, daytime functioning and academic grades through its effect on sleep variables at school time. It was concluded that while the imposition of school schedule negatively impacted on mood and daytime functioning for the sample as a whole, evening-oriented adolescents were the most vulnerable to poorer outcomes. These students obtained poorer quality and less sleep than morning-oriented students. Sleep factors impacted negatively on evening-oriented students' mood and ability to function at school during the day, which in turn predicted poorer academic achievement.
在一项纵向研究中，对310名澳大利亚高中生的假期和学期睡眠模式进行了调查，同时还调查了他们自我报告的睡眠质量、情绪、日间功能、成绩和昼夜偏好。研究发现，受学校课程安排的影响，学生积累了大量的睡眠债务，睡眠不足，情绪低落，日间功能下降。研究支持了这样一种假设，即特质昼夜偏好通过其对上学时间睡眠变量的影响来调节情绪、日间功能和学业成绩。研究得出的结论是，虽然学校课程安排对总体样本的情绪和日间功能产生了负面影响，但偏好夜晚型的青少年最容易出现较差的结果。这些学生的睡眠质量比偏好早晨型的学生差，睡眠时间也更少。睡眠因素对偏好夜晚型的学生的情绪和白天在学校的功能能力产生了负面影响，进而预示着较差的学业成绩。
