Gender variation of total sleep time and association with academic achievement among the school going adolescents: A cross-sectional study in rural Bangladesh
Bibliographic record
Abstract
Purpose Sleep plays a significant role in maintaining good health and wellbeing . However, data are limited on sleep epidemiology in Bangladesh. We investigated the gender differences of total sleep time (TST) and its influence on academic performance among the school-going adolescents in rural Bangladesh. Method A cross-sectional study was carried in Dumki Upazila (sub-district) of Patuakhali district, Bangladesh among the 876 (weighted) secondary school-going adolescents, aged between 11 and 17 years. Results We found that the average academic performance was higher among girls than the boys (Mean ± SD: 50.6 ± 12.6 vs. 46.6 ± 12.2). Girls slept slightly longer time than the boys in a total of 24 h’ time; however, the difference (8.5 ± 1.4 vs 8.3 ± 1.5, respectively) was not significant. Girls slept (8.0 ± 1.4) significantly longer time ( p <0.05) than the boys (7.8 ± 1.3) during the nighttime sleep. We found around one-fourth (26%) of the boys and around one-fifth (22.9%) of the girls slept less than their recommended TST. It was significantly associated with higher academic achievement for boys, but not for girls. An average of 5.1% lower academic achievement was observed among boys who slept longer time compared to those who slept within their age-specific recommended sleep hours (β: -5.13, 95% CI: -8.27, -2.00). Conclusion Gender difference of TST exist between boys and girls. We found that boys who slept longer had experienced lower academic grades compare to those of girls.
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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 | 0.003 | 0.001 |
| 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 | 0.001 | 0.001 |
| 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".