Department of Health Policy and Management, Korea University, Seoul, Republic of Korea.
Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea.
J Child Psychol Psychiatry. 2022 Dec;63(12):1644-1657. doi: 10.1111/jcpp.13686. Epub 2022 Aug 25.
The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender.
Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment.
Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b = -0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b = -0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls.
The study's finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions.
本研究旨在确定青少年时期的睡眠质量和数量是否以及如何与成年后的教育程度相关。本研究还调查了这种关系是否因性别而异。
本研究使用了来自青少年至成人健康纵向研究的数据，采用了兄弟姐妹固定效应方法，该方法考虑了遗传和社会环境等未观察到的家庭背景因素。进行了性别分层分析，以考虑青少年睡眠与教育程度之间潜在的性别关系。
控制未观察到的家庭层面异质性减弱了青少年睡眠特征与教育程度之间的关联，尽管对男孩和女孩的影响方式不同。性别分层模型表明，对于男孩，只有短睡眠时间与教育程度之间的关联在调整兄弟姐妹固定效应后仍然稳健。相比之下，对于女孩，在三种睡眠质量测量中，只有入睡或保持睡眠困难与教育程度仍然显著相关，即使在控制未观察到的家庭异质性之后也是如此。兄弟姐妹固定效应估计表明，短睡眠时间（每晚 6 小时或更少）仅与男孩的受教育年限呈负相关（b=-0.443），而入睡或保持睡眠困难仅与女孩的受教育年限呈负相关（b=-0.556）。观察到的关联背后的机制也因性别而异。对于男孩，短睡眠时间与教育程度之间的关联部分可以通过教育、社会和心理因素的组合来解释。只有中间教育因素部分解释了入睡或保持睡眠困难与女孩教育依恋之间关联的一部分。
本研究发现，青少年睡眠特征与教育程度之间的关系以及这种关系背后的机制因性别而异，这引起了对需要针对性别实施干预的关注。
