Delayed bedtime due to screen time in schoolchildren: Importance of area deprivation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: Sleep duration is an important predictor of obesity and health. This study evaluated the association between late bedtime and screen time, and the role of geographical deprivation in English schoolchildren. METHODS: We collected bedtime and waking time, screen time, sociodemographic data and measured body mass index in a cross-section of 1332 11-15-year-old schoolchildren (45.7% female) participating in the East of England healthy heart study. Logistic regression was used to determine the likelihood of late bedtime in schoolchildren with different screen time and from a different geographic location. Mean differences were assessed either on ANOVA or t-test. RESULTS: Approximately 42% of boys went to bed late at night compared with 37% of girls. When compared to those with <2 h of daily screen time, schoolchildren with 2-4 h of screen time were more likely [odds ratio (OR) = 1.50, 95% confidence interval (CI): 1.07-2.09] to go to bed late at night while those with >4 h of daily screen time were most likely to go to sleep late at night (OR, 1.97; 95%CI: 1.34-2.89). Late bedtime was associated with deprivation in schoolchildren. CONCLUSIONS: High screen time and deprivation may explain lateness in bedtime in English schoolchildren. This explanation may vary according to area deprivation and geographic location. Family-centered interventions and parental support are important to reduce screen time, late bedtime and increase sleep duration.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it