0807 Associations Between Report Card Grades And Objective And Subjective Sleep Measures In Adolescents With Insomnia
Bibliographic record
Abstract
In healthy adolescents, sleep quality and duration are moderately associated with academic performance. To date, no published study has investigated these associations in adolescents with insomnia. The objective of this study was to examine the associations between objective and subjective measures of sleep duration, efficiency and timing with academic grades obtained by adolescents with insomnia. We studied 36 adolescents between 13 and 17 years of age (M Age = 15.1, SD = 1.4) with insomnia. Sleep was assessed for seven nights using actigraphy and sleep logs. In addition, The Pittsburgh Sleep Quality Index was used to assess sleep quality and disturbances. Each child’s most recent report card grades were used to measure academic performance. Actigraphic actual and assumed sleep time during the five week nights were positively associated with grades in math (r=.40, r=.45 p<.05), with longer sleep associated with better grades. For weekend sleep, longer actual sleep time and later sleep end-time over 2 weekend nights were associated with higher grades in French as a second language (r=.45, r=.39, p<.05, respectively). In addition, longer duration of mean wake bout time over the weekend was associated with poorer grades in English and French as second language (r=-.30, r=-.50, p<.001, respectively). Regarding subjective sleep measures, sleep efficiency measured by the PSQI was associated with grades in Math, with lower sleep efficiency associated with poorer grades (r=.38, p<.05). Sleep duration, quality and timing were significantly associated with report card marks in math and languages in adolescents with insomnia. This is consistent with studies showing that sleep loss impairs the performance of the supervisory control system in adults. We propose that future studies examine whether these associations are related to the impact of sleep on the above-described skills, which are strongly associated with executive functions. Support (If Any):
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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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".