0858 Teenage Girls Report Higher Impact Of Sleepiness During School And Personal Activities Than Teenage Boys
Notice bibliographique
Résumé
Researchers have shown that during adolescence, sleep goes through modifications, such as a delay in the sleep-wake patterns. This comes into conflict with the fixed schedules imposed by social and school demands and therefore has an influence on teenagers’ sleepiness and daytime functioning. Whether boys and girls report similar negative impact of sleep disturbances on their daytime functioning is examined in the present study. 731 adolescents (311 boys; 420 girls; 13–17,5y; grade 9–11) completed a questionnaire among which were questions on sleep and daytime functioning: 1) difficulties staying awake during class in the morning, (2) during class in the afternoon, and (3) after class while doing their homework; (4) being too tired to do activities with their friends, (5) missing school because of being too tired; (6) falling asleep during class; (7) feeling less motivated in school because of their poor sleep; (8) consuming coffee or energy drinks to compensate for their daytime sleepiness; and (9) taking naps during weekends. Items were answered on a 7 point Likert scale (1=never; 7=often). Gender differences were assessed using t-tests. Teenage girls reported more difficulties staying awake during class in the morning (t(723)=-3.95, p<.001), during class in the afternoon (t(720)=-3.98,p<.001), and during homework (t(720)=-4.11, p<.001) than boys. They also reported feeling too tired to do activities with their friends (t(721)=-3.40, p=.001), missing school because of being too tired (t(719.18)=-4.10, p<.001), feeling less motivated in school because of their poor sleep (t(695.93)=-4.20, p<.001), and taking naps during weekends (t(698.36)=-3.41,p=.001) more often than boys. However, there was no gender difference when it comes to using coffee or energy drinks to compensate for daytime sleepiness (t(715)=-.53; p=.60) or for falling asleep in class (t(722)=-.77; p=.44). Overall, our results show that girls reported a higher degree of interference of daytime sleepiness on multiple aspects of their school and personal activities than boys. This suggests that teenage girls may be more vulnerable to the negative impacts of sleep changes during adolescence than teenage boys. NA
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 tête enseignante, 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 ».