126: Sleep Efficiency is Associated with and Report Card Marks in Typically Developing School-Age Children
Notice bibliographique
Résumé
Academic success plays an important role in improving future lifetime opportunities and accumulating evidence indicates that sleep has beneficial effects on academic success. Although a myriad of factors have been identified as being relevant to academic achievement, the role played by sleep in this process has been largely ignored. A considerable proportion of elementary school-aged children sleep for less than the recommended hours per night and 25% to 40% of youth are affected by asleep disorder during infancy, childhood and/or or adolescence. This is a major concern given that restricted sleep can negatively impact the academic performance of children. Measures used to assess school achievement include report cards marks. Previous studies examining the associations between sleep and marks on report cards used subjective measures of sleep. Thus, we do not know what aspects of sleep are related to performance in specific academic subjects. It is also not known which aspects of sleep are most relevant to academic performance. Determining which aspects of academic performance are specifically affected by poor sleep is important because this can inform the development of sleep interventions to improve these domains To examine the association between objectively measured aspects of sleep (sleep duration and sleep efficiency) and report card marks in healthy school-age children Nighttime sleep was monitored by actigraphy, which uses a wristwatch-like device (AW-64 series, Mini-Mitter) to evaluate sleep through the measurement of ambulatory movement, and parents provided their child's most recent report card. The study sample consisted of 72 participants between seven and 11 years of age (mean [± SD] 8.85±1.6 years). The amount of sleep that children obtained gradually decreased with age. Children in Cycle 1 obtained an average of 608.21±24.65 min, while those in Cycle 2 received 565.7±26.15 min and those in Cycle 3 received 547.43±34.5 min (F[2, 69]=24.65; P<0.0001). Using multiple linear regression analyses it was found that higher sleep efficiency showed a statistically significant association with better marks in Math, English Language, and French as a Second Language above and beyond the contributions of age, gender, and socioeconomic status. Our findings suggest that higher sleep efficiency in healthy school-age children is positively associated with better marks in Math, English Language and French as a Second Language.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».