0807 Associations Between Report Card Grades And Objective And Subjective Sleep Measures In Adolescents With Insomnia. (27th April 2018)

• Record Type: Journal Article
• Authors: Gruber, R; Somerville, G; Boursier, J; Wise, M
• Is Part Of: Sleep. Volume 41(2018)Supplement 1
• Page Start: A299
• Page End: A300
• 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/zsy061.806
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: In healthy adolescents, sleep quality and duration are moderately associated with academic performance. To date, no published study has investigated these associations in adolescents with insomnia. The objective of this study was to examine the associations between objective and subjective measures of sleep duration, efficiency and timing with academic grades obtained by adolescents with insomnia. Methods: We studied 36 adolescents between 13 and 17 years of age ( M Age = 15.1, SD = 1.4) with insomnia. Sleep was assessed for seven nights using actigraphy and sleep logs. In addition, The Pittsburgh Sleep Quality Index was used to assess sleep quality and disturbances. Each child's most recent report card grades were used to measure academic performance. Results: Actigraphic actual and assumed sleep time during the five week nights were positively associated with grades in math ( r =.40, r =.45 p <.05), with longer sleep associated with better grades. For weekend sleep, longer actual sleep time and later sleep end-time over 2 weekend nights were associated with higher grades in French as a second language ( r =.45, r =.39, p <.05, respectively). In addition, longer duration of mean wake bout time over the weekend was associated with poorer grades in English and French as second language ( r =-.30, r =-.50, p <.001, respectively). Regarding subjective sleep measures, sleep efficiency measured by the PSQI was associated with grades in Math, with lower sleep efficiency associated with poorer grades ( r =.38, p <.05). Conclusion: Sleep duration, quality and timing were significantly associated with report card marks in math and languages in adolescents with insomnia. This is consistent with studies showing that sleep loss impairs the performance of the supervisory control system in adults. We propose that future studies examine whether these associations are related to the impact of sleep on the above-described skills, which are strongly associated with executive functions. Support (If Any):