University of Education, Heidelberg, Germany.
Sleep Med. 2009 Oct;10(9):1047-50. doi: 10.1016/j.sleep.2008.08.009. Epub 2009 Apr 5.
Individuals differ in their biological rhythms and preferences for time of day. Here, we looked at the transition into daylight saving time (DST) in adolescents. As adolescents tend to be evening types, one may expect that they suffer from a transition into DST.
To assess these changes, we measured daytime sleepiness and morningness-eveningness preference (CSM score) in adolescents.
Daytime sleepiness correlated with age and CSM score. Older pupils and evening types showed a higher sleepiness. Daytime sleepiness was higher after the transition until the third week after. Older pupils and pupils scoring higher on eveningness reported higher daytime sleepiness after the transition, suggesting that these pupils suffer most from the change. Using cut-off scores for larks and owls, we found that owls showed higher sleepiness than larks.
As one consequence, class and school performance tests should not take place in the first week(s) after the transition into DST.
个体的生物节律和白天时间偏好存在差异。在这里，我们研究了青少年进入夏令时（DST）的情况。由于青少年往往是晚睡型，人们可能会认为他们在进入 DST 时会感到不适。
为了评估这些变化，我们测量了青少年的白天困倦和早晚偏好（CSM 评分）。
白天困倦与年龄和 CSM 评分相关。年龄较大的学生和晚睡型学生表现出更高的困倦度。过渡后直到第三周，白天困倦度较高。年龄较大的学生和在晚上得分较高的学生在过渡后报告的白天困倦度较高，这表明这些学生受变化的影响最大。使用百灵鸟和猫头鹰的截止分数，我们发现猫头鹰比百灵鸟表现出更高的困倦度。
因此，在过渡到 DST 后的第一周（或几周）内，不应该进行课堂和学校表现测试。
