Department of Maternal, Child & Adolescent Health, School of Public Health, Anhui Medical University, Hefei, Anhui, China.
MOE Key Laboratory of Population Health across Life Cycle, Hefei, Anhui, China.
Chronobiol Int. 2022 Aug;39(8):1110-1117. doi: 10.1080/07420528.2022.2071157. Epub 2022 May 2.
To describe the prevalence of social jetlag among preschoolers and explore its association with emotional and behavioral problems, we conducted a cross-sectional survey of healthy development among preschool children in 11 cities in October and November 2017. The study included 27 200 children aged 3-6 years and the questionnaires were completed exclusively by their parents or main caregivers. Social jetlag was calculated by difference of sleep midpoint between weekdays and weekends. Emotional and behavioral problems (emotional symptoms, conduct problems, hyperactivity, peer interaction, and prosocial behavior) among preschoolers were assessed by the Strengths and Difficulties Questionnaire (SDQ). The binary logistic regression model was used to examine the association between social jetlag and emotional/behavioral problems in preschool children. The social jetlag was 0.60 hours in boys and 0.64 hours in girls. After adjusting for confounding factors as children' s gender, age, only child, living area, family economic status, mother's age and education, father's education, screen time and full-day sleep time, we found that longer social jetlag (≥1 h/d) was positively associated with overall emotional and behavioral problems (OR = 1.20, 95%CI: 1.10-1.32; P < .001), emotional symptoms (OR = 1.23, 95% CI: 1.11-1.15, P < .001), hyperactivity (OR = 1.20, 95%CI: 1.11-1.30, P < .001) and conduct problems (OR = 1.18, 95%CI: 1.07-1.31, P < .01). We found that social jetlag is prevalent among Chinese preschool children and is positively associated with emotional and behavioral problems.
为了描述学龄前儿童社会时差的流行情况，并探讨其与情绪和行为问题的关系，我们于 2017 年 10 月至 11 月在 11 个城市对学龄前儿童的健康发育进行了横断面调查。该研究纳入了 27200 名 3-6 岁儿童，仅由其父母或主要照顾者完成问卷调查。社会时差通过工作日和周末睡眠中点的差异来计算。通过儿童长处和困难问卷（SDQ）评估学龄前儿童的情绪和行为问题（情绪症状、行为问题、多动、同伴互动和亲社会行为）。采用二项逻辑回归模型检验社会时差与学龄前儿童情绪/行为问题之间的关系。男孩的社会时差为 0.60 小时，女孩为 0.64 小时。在校正了儿童性别、年龄、独生子女、居住地区、家庭经济状况、母亲年龄和受教育程度、父亲受教育程度、屏幕时间和全天睡眠时间等混杂因素后，我们发现较长的社会时差（≥1 小时/天）与整体情绪和行为问题（OR=1.20，95%CI：1.10-1.32；P<0.001）、情绪症状（OR=1.23，95%CI：1.11-1.15，P<0.001）、多动（OR=1.20，95%CI：1.11-1.30，P<0.001）和行为问题（OR=1.18，95%CI：1.07-1.31，P<0.01）呈正相关。我们发现中国学龄前儿童社会时差普遍存在，且与情绪和行为问题呈正相关。
