Department of Psychiatry and Human Behavior, Alpert Medical School, Brown University, Providence, Rhode Island, USA; E.P. Bradley Hospital, East Providence, Rhode Island, USA.
Department of Psychology, Loyola University Maryland, Baltimore, Maryland, USA.
Sleep Health. 2024 Aug;10(4):485-492. doi: 10.1016/j.sleh.2024.04.006. Epub 2024 Jun 14.
At the peak of COVID-19, adolescent life was disrupted as schools adapted their instructional approaches such as online, in-person, or hybrid instruction. We and others have previously commented on how these shifts facilitated longer, later and (more developmentally appropriate) sleep. Here, we report how sleep contributed to associations between remote instruction and broader academic well-being (e.g., cognitive function, school connectedness, and stress).
Adolescents from all 50 U.S. states (n = 4068) completed online self-report surveys in fall 2020. Instructional approach was operationalized from fully in-person instruction to fully asynchronous online education. Sleep parameters included sleep timing and duration, sleep disturbances, and sleep-related impairments. Perceived academic well-being was defined as cognitive function, school connectedness, and school-related stress. Sleep and perceived academic well-being are examined across instructional approaches, in their association, and in structural models.
Sleep and perceived academic well-being differed between hybrid and online instruction groups. Less variable or disturbed sleep was associated both with in-person instruction, and with positive outcomes in cognitive function, school connectedness, and stress domains. Sleep mediated a substantial portion of variance in perceived academic well-being attributable to instructional approach.
These data highlight the need to protect both healthy sleep and in-person instruction. Appropriate sleep timing and duration, fewer sleep disturbances and sleep-related impairments accounted for a substantial degree of variance in the association between remote instruction on academic outcomes. While many students experienced "lost learning" because of COVID-19, this study joins a broader discussion of ensuring developmentally appropriate school-start times to support both sleep and achievement.
在 COVID-19 高峰期，学校调整了教学方法，如在线、面对面或混合教学，青少年的生活受到了干扰。我们和其他人之前曾评论过这些转变如何促进更长、更晚（更符合发展）的睡眠。在这里，我们报告睡眠如何促进远程教学与更广泛的学业幸福感（例如认知功能、学校联系和压力）之间的关联。
来自美国 50 个州的青少年（n=4068）在 2020 年秋季完成了在线自我报告调查。教学方法从完全面对面教学到完全异步在线教育。睡眠参数包括睡眠时间和持续时间、睡眠障碍和与睡眠相关的障碍。感知的学业幸福感定义为认知功能、学校联系和与学校相关的压力。在不同的教学方法中、在它们的关联中以及在结构模型中检查了睡眠和感知的学业幸福感。
混合和在线教学组之间的睡眠和感知的学业幸福感存在差异。睡眠变异性较小或睡眠障碍较少，与面对面教学以及认知功能、学校联系和压力领域的积极结果相关。睡眠在很大程度上解释了教学方法对感知学业幸福感的影响。
这些数据强调了保护健康睡眠和面对面教学的必要性。适当的睡眠时间和持续时间、较少的睡眠障碍和与睡眠相关的障碍，解释了远程教学与学业成绩之间关联的很大一部分差异。虽然许多学生因为 COVID-19 而“失去了学习”，但这项研究加入了更广泛的讨论，以确保适当的上学时间，以支持睡眠和成就。
