Actigraphic sleep dimensions and associations with academic functioning among adolescents

Mar 5, 2024Sleep

Sleep patterns measured by activity trackers and their links to school performance in teenagers

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Circadian Biology on OpenScience ↗PubMed ↗DOI ↗

Abstract

Later sleep timing and greater sleep variability are associated with poorer academic outcomes among adolescents.

Later sleep timing increased the odds of receiving a D grade or lower (OR = 1.29).
Variability in sleep onset, offset, and duration was linked to fewer A grades (β = -.07, β = -.08, β = -.08 respectively).
Later sleep offset was associated with lower GPA (β = -.07) and higher odds of being suspended or expelled (OR = 1.11).
Greater sleep duration variability was connected to higher odds of suspension or expulsion (OR = 1.31) and greater trouble at school (β = .13).
No associations were found between sleep duration, maintenance efficiency, or sleep regularity and academic functioning.

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STUDY OBJECTIVES: There is mixed evidence regarding associations of sleep duration with academic functioning in adolescents and a lack of research on other sleep dimensions, particularly using objective sleep measures. We examined associations of multiple actigraphic sleep dimensions with academic functioning among adolescents.

METHODS: Data were from the sleep sub-study of the age 15 wave of the Future of Families and Child Wellbeing Study (n = 774-782; 52% female), a national, diverse sample of teens. Adolescents wore wrist-actigraphs for ~1 week and completed a survey reporting academic performance and school-related behavioral problems. Regression models assessed whether average sleep duration, timing, maintenance efficiency, and SD-variability were associated with self-reported academic functioning in cross-sectional analyses adjusted for demographic characteristics, depressive symptoms, and anxious symptoms.

RESULTS: Later sleep timing (hours) and greater sleep variability (SD-hours) were associated with poorer academic outcomes, including sleep onset variability with higher odds of receiving a D or lower (OR = 1.29), sleep onset (β = -.07), sleep offset (β = -.08), and sleep duration variability (β = -.08) with fewer A grades, sleep offset with lower GPA (β = -.07), sleep offset (OR = 1.11), sleep duration variability (OR = 1.31), and sleep onset variability (OR = 1.42) with higher odds of being suspended or expelled in the past 2 years, and sleep duration variability with greater trouble at school (β = .13). Sleep duration, sleep maintenance efficiency, and sleep regularity index were not associated with academic functioning.

CONCLUSIONS: Later sleep timing and greater sleep variability are risk factors for certain academic problems among adolescents. Promoting sufficient, regular sleep timing across the week may improve adolescent academic functioning.

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Actigraphic sleep dimensions and associations with academic functioning among adolescents

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