The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents.

Clicks: 107
ID: 281251
2023
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Abstract
Adolescents' school experience can be developmentally related to adolescents' sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents' school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies were assessed. For this purpose, 542 Italian adolescents (55.2% females, mean age 15.6 years) wore an actigraph for one week. After the actigraphic assessment, questionnaires on educational identity and school performance were administered. Results showed that short sleep-duration, later bedtime during weekdays and weekends, and a higher amount of social jetlag were negatively associated with school performance. Furthermore, adolescents who did not use any sleep-recovery strategy during the weekend presented lower levels of educational in-depth exploration compared to adolescents with higher levels of catch-up sleep but not social jetlag. These data pointed out a potentially detrimental role of social jetlag on school performance and differences in identity processes between adolescents who used and those who did not use sleep-recovery strategies, which could affect adolescents' psychosocial adjustment.
Reference Key
bacaro2023thebrain Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Bacaro, Valeria;Andreose, Alice;Grimaldi, Martina;Natale, Vincenzo;Tonetti, Lorenzo;Crocetti, Elisabetta;
Journal Brain sciences
Year 2023
DOI
178
URL
Keywords
sleep adolescents school performance catch-up sleep school experience social jetlag

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