0238 Sleep Habits In Teenagers From Summer Time To School Time
Bibliographic record
Abstract
Many teenagers are reporting sleep difficulties and are complaining about daytime sleepiness. Those complaints could be explained by different factors impacting sleep/wake patterns during adolescence. School start times, homework, social activities and sport enrolment are some of the constraints that can decrease adolescents’ sleep. The aim of the present study was to compare sleep patterns of teenagers during a summer period and during a school period. Forty-two adolescents aged 13 to 15 years (23 girls and 19 boys) completed questionnaires on sleep habits, once during the summer, and again at the beginning of the school year (October). Paired t-tests were performed between bedtime, risetime and total sleep time to compare sleep habits between summer time and school time. Adolescents reported significantly earlier bedtime (21:20 ± 42min vs 22:33 ± 65min; t(41)=8,97,p<0.001, r2=0.66) and earlier risetime (6:17 ± 23min vs 8:52 ± 74min; t(41)=7,42, p<0.001, r2=0.81) during school time compared to summer time. Sleep duration was also significantly reduced during school time compared to summer time (8.94 h ± 0.73h vs 10.34h ± 1.05h; t(41)=13.38, p<0.001, r2=0.81). The difference between school time and summer time represents a loss of 84 minutes in sleep duration per night. These results confirm that teenagers are changing their sleep patterns during school time. Our results show that they tend to shift their sleep habits to earlier times during school time, probably in order to adapt to school schedules and demands. Our results also show that these changes cause a drastic reduction in their sleep. This may lead to excessive daytime sleepiness during school time. Moreover, the timing of this new sleep schedule may cause sleep initiation difficulties during school time because of a misalignment with their natural sleep-wake-patterns. During summer time, however, teens adopt sleep patterns that are probably more closely related to their natural sleep-wake cycle and sleep need. This will need to be investigated in further studies. -
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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 | 0.001 |
| 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) | 0.074 | 0.498 |
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; both teacher heads agree on what is shown here.
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".