0857 Sleep, Homework, Academic Outcomes, And HRQOL in High School Juniors. (27th April 2018)

• Record Type: Journal Article
• Authors: Polat, P; Plog, A E; McVey, J E; Meltzer, L J
• Is Part Of: Sleep. Volume 41(2018)Supplement 1
• Page Start: A318
• Page End: A318
• Publication Date: 2018-04-27
• Subjects: Sleep -- Physiological aspects -- Periodicals; Sleep disorders -- Periodicals; Sommeil -- Aspect physiologique -- Périodiques; Sommeil, Troubles du -- Périodiques; Sleep disorders; Sleep -- Physiological aspects; Sleep -- physiological aspects; Sleep Wake Disorders; Psychophysiology; Electronic journals; Periodicals; 616.8498
• DOI: 10.1093/sleep/zsy061.856
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: Adolescent sleep duration is associated with neurocognitive and behavioral outcomes. However, few studies have looked at real-life, academic outcomes such as grade point average (GPA) and standardized test scores. This study examined the relationship between sleep opportunity, homework, academic outcomes, and health-related quality of life (HRQOL) in high school juniors. Methods: 319 11 th grade students (53% female; 59% White, 11% Black, 12% Hispanic, 10% Asian; 19% free/reduced lunch) completed an online survey of self-reported bedtimes and wake times (weekdays and weekends), homework frequency, and HRQOL. Sleep opportunity was calculated as duration between reported bedtime and wake time. Weighed GPA and standardized test scores were provided by the school district and linked with student surveys. Results: Average weekday sleep opportunity was 7.2 hours (SD=0.87) and 9.5 hours (SD=1.4) on weekends; 77.1% of participants reported an insufficient weekday sleep opportunity (<8 hours), with 34.5% reporting a weekday sleep opportunity of <7 hours. Students who reported <8 hours in bed on weekdays had higher weighed GPAs (0.18, ES=0.21), higher SAT scores (44 points, ES=0.22), and higher ACT scores (1.4 points, ES=0.24). Regression models controlling for gender, race, free/reduced lunch and weighed GPA found that for each decreased hour of weekday sleep, SAT scores increased 24 points and ACT scores increased 0.42 points. Average weekday sleep was shorter for students with homework 5 days/week (7.1 hours) vs. 0–2 days/week (7.5 hours). Compared to students averaging ≥8 hours sleep opportunity on weekdays, more students sleeping <8 hours reported frequently feeling nervous (39% vs. 26%), worried, (42% vs. 32%), too tired to do their schoolwork (54% vs. 35%), and caffeine use ≥5 days/week (22% vs. 14%). Conclusion: An inverse relationship was found between sleep opportunity and academic outcomes, whereby students reporting <8 hours in bed had higher GPAs and standardized test scores. However, shorter sleep opportunity was also associated with daily homework, poorer HRQOL, and increased caffeine use. Thus it is important to consider all factors that contribute to insufficient sleep, and the impact this may have on functioning beyond academics. Support (If Any): None.