你今晚计划几点睡觉？一项通过计划对青少年每日睡眠自我调节的激烈纵向研究及其与睡眠机会的关联。

What time do you plan to sleep tonight? An intense longitudinal study of adolescent daily sleep self-regulation via planning and its associations with sleep opportunity.

机构信息

School of Psychological Sciences, Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia.

出版信息

J Child Psychol Psychiatry. 2022 Aug;63(8):900-911. doi: 10.1111/jcpp.13540. Epub 2021 Nov 22.

DOI:10.1111/jcpp.13540

PMID:34811748

Abstract

BACKGROUND

Most adolescents are sleep deprived on school days, yet how they self-regulate their sleep-wake behaviours is poorly understood. Using ecological momentary assessment, this intense longitudinal study explored patterns of adolescents' daily bedtime and risetime planning and execution, and whether these behaviours predicted sleep opportunity.

METHODS

Every afternoon, for 2 school weeks and the subsequent 2 vacation weeks, 205 (54.1% female, 64.4% non-White) adolescents from year 10 to 12 (M ± SD = 16.9 ± 0.9) reported their plans for bedtime (BT) that evening, and for risetimes (RT) the following day. Actual daily sleep was measured via actigraphy and sleep diary.

RESULTS

Some adolescents never planned bedtime (school 19.5%, non-school 53.2%) or risetime (school 1.5%, non-school 24.4%). More adolescents planned consistently (≥75% of days) on school (BT = 29.9%, RT = 61.3%) compared to non-school nights (BT = 3.5%, RT = 2.5%). On average, adolescents went to bed later than planned, with longer delays on non-school (71 min) compared to school nights (46 min). Of those who executed their plans within ≤15 min, more did it consistently (≥75% of days) on school (BT = 40.9%, RT = 67.7%) than on non-school nights/days (BT = 29.7%, RT = 58.6%). Mixed effects models utilizing daily data, controlling for sex, race, and study day, showed that bedtime planning predicted longer time in bed (TIB; p < .01) on school and shorter TIB on non-school nights (p < .01); and greater delay in actual (compared to planned) BT predicted shorter TIB (p < .001).

CONCLUSIONS

Adolescents may require support during the transition from parent-controlled to autonomous sleep self-regulation. Bedtime planning on school nights and going to bed as planned are two modifiable sleep regulatory behaviours that are protective and potential therapeutic targets for increasing sleep opportunity in adolescents.

摘要

背景

大多数青少年在上学日都睡眠不足，但他们如何自我调节睡眠-觉醒行为却知之甚少。本密集纵向研究采用生态瞬时评估法，探讨了青少年日常就寝时间和起床时间规划与执行的模式，以及这些行为是否能预测睡眠机会。

方法

在 2 个上学周和随后的 2 个休假周的每个下午，205 名（54.1%为女性，64.4%为非裔）10 至 12 年级的青少年（平均年龄±标准差：16.9±0.9 岁）报告当晚的就寝时间（BT）计划和次日的起床时间（RT）计划。实际的每日睡眠通过活动记录仪和睡眠日记进行测量。

结果

一些青少年从不计划就寝时间（上学期间 19.5%，非上学期间 53.2%）或起床时间（上学期间 1.5%，非上学期间 24.4%）。在上学日（BT=29.9%，RT=61.3%），比非上学日（BT=3.5%，RT=2.5%）更有规律地（≥75%的天数）计划就寝和起床。平均而言，青少年上床时间晚于计划时间，非上学日（71 分钟）比上学日（46 分钟）延迟时间更长。在那些按时（≤15 分钟）执行计划的人中，在上学日（BT=40.9%，RT=67.7%）比在非上学日/上学日（BT=29.7%，RT=58.6%）更有规律地执行计划。利用每日数据，控制性别、种族和研究日的混合效应模型显示，就寝时间计划预测了上学日更长的卧床时间（TIB；p<.01）和非上学日更短的 TIB（p<.01）；实际（与计划相比）就寝时间延迟预测了更短的 TIB（p<.001）。