0105 Sleep timing and consistency are associated with the standardised test performance of Icelandic adolescents. (25th May 2022)

• Record Type: Journal Article
• Authors: Stefansdottir, Runa; Brychta, Robert; Rognvaldsdottir, Vaka; Johannsson, Erlingur; Kong, Chen
• Is Part Of: Sleep. Volume 45(2022)Supplement 1
• Page Start: A48
• Page End: A48
• Publication Date: 2022-05-25
• 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/zsac079.103
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: Sleep has been shown to affect cognitive function in laboratory studies; however, its association to the academic performance of adolescents has largely been demonstrated using self-reported measures. Studies with objective measures of both sleep and academic performance are limited. The aim of the present study was to determine whether the free-living sleep quantity, quality, and timing of 15-year-old adolescents measured with wrist actiography are associated with their scores on national standardised examinations as an objective measure of academic achievement. Methods: We measured sleep with wrist actiography for 1 week in 253 (150 girls) Icelandic adolescents with a mean (SD) age of 15.9 (0.3) years. Multiple linear regression was used to assess associations between sleep parameters and combined standardised examination scores in mathematics, English, and Icelandic obtained from the Icelandic Directorate of Education. Results: We found that students went to bed at 00:49 hours (± 51.8 min) and slept for a mean (SD) of 6.6 (0.7) hr/night, with a median (interquartile range) night-to-night variation in sleep duration of 1.2 (0.7) hr and an efficiency of 88.1 (5.3)%. Combined analyses adjusted for sex, demonstrated that both bedtime and night-tonight variability in total sleep time were negatively associated with the average score across all topics. Sex-specific associations did not indicate clear differences between boys and girls. Conclusion: These findings suggest that, in addition to appropriate sleep duration, public health guidance should also highlight the importance of early and consistent sleep schedules to academic achievement for both boys and girls. Support (If Any): National Institute of Diabetes and Digestive and Kidney Diseases intramural research program, Grant/Award Number: Z01 DK071013 and Z01 DK071014; Icelandic Centre for Research, Grant/ Award Number: 152509-051