595 The associations between excessive daytime sleepiness and emotional lability in typically developing adolescents
Notice bibliographique
Résumé
Abstract Introduction Excessive daytime sleepiness (EDS), defined as a tendency to fall asleep unintentionally during the day, and emotional lability, characterized by emotional outbursts and quick changes in mood, are prevalent amongst adolescents. They contribute to functional impairments and are inter-related, but are frequently investigated independently. In addition, sleep duration is related to both EDS and emotional/behavioral regulation, but previous studies did not take this into account. The aim of this study was to characterize the associations between emotional lability, impulsivity and EDS in adolescents while controlling for objectively measured sleep duration. It was hypothesized that higher levels of EDS in adolescents would be associated with higher levels of emotional lability and impulsivity in adolescents above and beyond the impact of sleep duration. Methods Participants included 52 typically developing adolescents (38 females) aged 11 to 16 years old (Mean age = 13.10 years, SD = 1.59). EDS was measured using the Sleep Disorders Inventory for Students. Emotional lability and impulsivity were measured using the Conners Global Index Scale. Sleep was measured using actigraphy and sleep logs. Results Parallel multiple regression analyses were conducted with EDS as the independent variable, and emotional lability or impulsivity as the dependent variables, while controlling for age, gender, bedtime, waketimes, and sleep duration. These analyses revealed significant positive association between EDS and emotional lability such that adolescents with high levels of EDS also presented with high levels of emotional lability (F(6, 51) = 4.631, p = < .001, β =.62, p = <.001). There were no significant associations found between EDS and impulsivity. Conclusion This study found that EDS was associated with emotional, but not behavioral, dysregulation in adolescents. Interventions aimed at reducing EDS and at improving adolescents’ emotional regulation should be considered as a means to optimize adolescents’ daytime functioning. Limitations of the current study include the use of a cross-sectional design that does not permit determination of causality. Future research should be conducted to better understand the mechanisms underlying the interplay between EDS and daytime functioning of adolescents. Support (if any):
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) | 0,000 | 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 ».