0842 THE TRAJECTORIES OF SLEEP DURATION FROM ADOLESCENCE TO ADULTHOOD
Bibliographic record
Abstract
The extent of sleep problems has been described in children and adults but little is known about the trajectories of sleep from childhood to adulthood. This information could provide insight into the progression of sleep problems and identify critical periods for interventions. We examined the trajectories of sleep duration from 10 to 25 years old in a representative sample and described individual and family characteristics associated with the trajectories. We followed 3118 adolescents (age 10–17 at baseline) from the Panel Study of Income Dynamics surveyed up to 6 times over 16 years (1997–2013). Participants reported on their sleep duration at each follow-up. We used latent class growth modelling to identify trajectories of sleep duration and regressed individual and family characteristics on the probability of belonging to each trajectory using multinomial logistic regressions, controlling for birth year. We included baseline information on gender, race, behavioral problems, and subjective well-being; household income; and age, education, marital and working status, and self-rated health of the primary parent. We uncovered three sleep trajectories: persistent long sleep (8.7% of the sample), average sleep (72.5%), and declining short sleep (18.8%). Adolescents from lower income households or with a parent in poorer health were more likely to follow a pattern of persistent long sleep (relative risk ratio (RRR) and 95% confidence interval: 1.4, 1.0–2.0 and 1.4, 1.0–2.0, respectively) or declining short sleep (RRR 1.9, 1.0–3.6 and 1.8, 1.1–3.0, respectively) than average sleep. Further, adolescents with low parental education were more likely to have persistent long sleep (RRR 2.2, 1.2–3.7), while adolescents who were Black (RRR 1.6, 1.1–2.4), had lower subjective well-being (RRR 1.2, 1.0–1.5), or greater behavioural problems (RRR 1.02, 1.00–1.05) were more likely to have declining short sleep. Results indicate that sleep duration changed from adolescence to adulthood through distinct trajectories and that these patterns related to individual and family characteristics during adolescence. Findings suggest that inadequate sleep in adults may be a continuum from early life and indicate a potential for early intervention when promoting healthy sleep. Additional research is needed to develop intervention strategies. CIHR
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".