Stefansdottir Runa, Rognvaldsdottir Vaka, Chen Kong Y, Johannsson Erlingur, Brychta Robert J
Center of Sport and Health Sciences, University of Iceland, Reykjavik, Iceland.
Diabetes, Endocrinology, and Obesity Branch, National Institute of Diabetes and Digestive and Kidney Diseases, Bethesda, MD, USA.
J Sleep Res. 2022 Feb;31(1):e13422. doi: 10.1111/jsr.13422. Epub 2021 Jun 14.
Sleep has been shown to affect cognitive function in laboratory studies; however, its association to the academic performance of adolescents has largely been demonstrated using self-reported measures. Studies with objective measures of both sleep and academic performance are limited. The aim of the present study was to determine whether the free-living sleep quantity, quality, and timing of 15-year-old adolescents measured with wrist actiography are associated with their scores on national standardised examinations as an objective measure of academic achievement. We measured sleep with wrist actiography for 1 week in 253 (150 girls) Icelandic adolescents with a mean (SD) age of 15.9 (0.3) years. Multiple linear regression was used to assess associations between sleep parameters and combined standardised examination scores in mathematics, English, and Icelandic obtained from the Icelandic Directorate of Education. We found that students went to bed at 00:49 hours (± 51.8 min) and slept for a mean (SD) of 6.6 (0.7) hr/night, with a median (interquartile range) night-to-night variation in sleep duration of 1.2 (0.7) hr and an efficiency of 88.1 (5.3)%. Combined analyses adjusted for sex, demonstrated that both bedtime and night-to-night variability in total sleep time were negatively associated with the average score across all topics. Sex-specific associations did not indicate clear differences between boys and girls. These findings suggest that, in addition to appropriate sleep duration, public health guidance should also highlight the importance of early and consistent sleep schedules to academic achievement for both boys and girls.
实验室研究表明，睡眠会影响认知功能；然而，睡眠与青少年学业成绩之间的关联大多是通过自我报告的方式来证明的。采用客观测量睡眠和学业成绩的研究有限。本研究的目的是确定，用手腕活动记录仪测量的15岁青少年的自由生活状态下的睡眠量、睡眠质量和睡眠时间，是否与他们在国家标准考试中的成绩相关，以此作为学业成就的客观衡量指标。我们用手腕活动记录仪对253名冰岛青少年（150名女孩）进行了为期1周的睡眠测量，这些青少年的平均（标准差）年龄为15.9（0.3）岁。使用多元线性回归来评估睡眠参数与从冰岛教育局获得的数学、英语和冰岛语综合标准化考试成绩之间的关联。我们发现，学生们在00:49（±51.8分钟）上床睡觉，平均（标准差）每晚睡6.6（0.7）小时，睡眠时间的中位数（四分位间距）夜间变化为1.2（0.7）小时，睡眠效率为88.1（5.3）%。经性别调整后的综合分析表明，就寝时间和总睡眠时间的夜间变异性均与所有科目的平均成绩呈负相关。特定性别的关联并未表明男孩和女孩之间存在明显差异。这些发现表明，除了适当的睡眠时间外，公共卫生指导还应强调早睡和规律的睡眠时间表对男孩和女孩学业成绩的重要性。
