Alicia Carissimi1, Fabiane Dresch2, Alessandra Castro Martins3, Rosa Maria Levandovski2, Ana Adan4, Vincenzo Natale5, Monica Martoni6, Maria Paz Hidalgo7. 1. Laboratório de Cronobiologia do Hospital de Clínicas de Porto Alegre (HCPA), Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil; Programa de Pós-Graduação em Ciências Médicas: Psiquiatria, UFRGS, Porto Alegre, Brazil. Electronic address: alicia.ufrgs@gmail.com. 2. Laboratório de Cronobiologia do Hospital de Clínicas de Porto Alegre (HCPA), Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil; Programa de Pós-Graduação em Ciências Médicas: Psiquiatria, UFRGS, Porto Alegre, Brazil. 3. Laboratório de Cronobiologia do Hospital de Clínicas de Porto Alegre (HCPA), Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil. 4. Department of Psychiatry and Clinical Psychobiology, School of Psychology, University of Barcelona, Spain; Institute for Brain, Cognition and Behavior (IR3C), University of Barcelona, Spain. 5. Department of Psychology, University of Bologna, Bologna, Italy. 6. Department of Experimental, Diagnostic and Specialty Medicine, University of Bologna, Bologna, Italy. 7. Laboratório de Cronobiologia do Hospital de Clínicas de Porto Alegre (HCPA), Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, Brazil; Programa de Pós-Graduação em Ciências Médicas: Psiquiatria, UFRGS, Porto Alegre, Brazil; Departamento de Psiquiatria e Medicina Legal da Faculdade de Medicina, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.
Abstract
OBJECTIVE: This epidemiological study evaluated the impact of school time on sleep parameters of children and adolescents. METHODS: This cross-sectional study involved 639 elementary and high school students (mean age 13.03 years, range 8-18, 58.5% female) from the south of Brazil. Participants answered the Morningness-Eveningness Questionnaire (MEQ), and were asked about their sleeping habits on weekdays and weekends. Sleep deficit was defined as the difference between sleep duration on weekdays and weekends. RESULTS: The morning-school-time students presented significantly higher age, bedtime and wake up differences, sleep deficits, and social jetlag. The sleep deficit presented by girls was greater than that observed in boys of the same age. The difference between weekday and weekend waking times was also significantly greater in girls than in boys aged 13-18 years. Sleep deficit was significantly positively correlated with age and differences in wake up times, and significantly negatively correlated with MEQ scores, social jetlag, difference between weekday and weekend bedtimes, midpoint of sleep on weekends, and midpoint of sleep on weekends corrected for sleep deficit. A step-by-step multivariate logistic regression identified social jetlag, the difference between waking times on weekdays and weekends, and the midpoint of sleep on weekends as significant predictors of sleep deficit (Adjusted R(2) = 0.95; F = 1606.87; p <0.001). CONCLUSION: The results showed that school time influences the sleep parameters. The association of school schedules and physiological factors influence the sleep/wake cycle.
OBJECTIVE: This epidemiological study evaluated the impact of school time on sleep parameters of children and adolescents. METHODS: This cross-sectional study involved 639 elementary and high school students (mean age 13.03 years, range 8-18, 58.5% female) from the south of Brazil. Participants answered the Morningness-Eveningness Questionnaire (MEQ), and were asked about their sleeping habits on weekdays and weekends. Sleep deficit was defined as the difference between sleep duration on weekdays and weekends. RESULTS: The morning-school-time students presented significantly higher age, bedtime and wake up differences, sleep deficits, and social jetlag. The sleep deficit presented by girls was greater than that observed in boys of the same age. The difference between weekday and weekend waking times was also significantly greater in girls than in boys aged 13-18 years. Sleep deficit was significantly positively correlated with age and differences in wake up times, and significantly negatively correlated with MEQ scores, social jetlag, difference between weekday and weekend bedtimes, midpoint of sleep on weekends, and midpoint of sleep on weekends corrected for sleep deficit. A step-by-step multivariate logistic regression identified social jetlag, the difference between waking times on weekdays and weekends, and the midpoint of sleep on weekends as significant predictors of sleep deficit (Adjusted R(2) = 0.95; F = 1606.87; p <0.001). CONCLUSION: The results showed that school time influences the sleep parameters. The association of school schedules and physiological factors influence the sleep/wake cycle.
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