The aim of this study was to explore the potentially different associations between two common aspects of adolescents’ life, namely social jetlag and weekend catch-up sleep, with well-being and physical health, according to the actual sleep duration, i.e., <7 h and ≥7 h. To this end, 504 participants (42.1% males), with a mean age of 16.17 (standard deviation = 1.39), were examined in the current study. Participants were asked to wear the Micro Motionlogger Watch actigraph (Ambulatory Monitoring, Inc., Ardlsey, NY, USA) around their non-dominant wrist for seven consecutive days in order to objectively assess social jetlag and weekend catch-up sleep. Participants were also asked to fill in the Mental Health Continuum—Short Form for the assessment of subjective, social, and psychological well-being, as well as the SF-36 Health Survey for the perception of physical health. In adolescents sleeping less than 7 h, those experiencing weekend catch-up sleep longer than 120 min reported significantly lower subjective well-being compared to those with a weekend catch-up sleep duration between 0 and 59 min. These data pointed out the detrimental effect of long weekend catch-up sleep on self-reported well-being only in adolescents getting less than the recommended amount of sleep.

SummaryThe aim of this study was to examine the external validity of the reduced Morningness–Eveningness Questionnaires for Children and Adolescents, using circadian motor activity, assessed through actigraphy, as an external criterion. Overall, 458 participants (269 females), with a mean (standard deviation) age of 15.75 (1.16) years, took part in this study. Each adolescent was requested to wear the actigraph Micro Motionlogger Watch actigraph (Ambulatory Monitoring, Inc., Ardlsey, NY, USA) around the non‐dominant wrist for 1 week. At the end of the actigraphic recording, participants completed the reduced Morningness–Eveningness Questionnaires for Children and Adolescents. We extracted the motor activity counts, minute‐by‐minute over the 24 h, to depict the 24‐h motor activity pattern, and we adopted the statistical framework of functional linear modelling to examine its changes according to chronotype. According to the reduced Morningness–Eveningness Questionnaires for Children and Adolescents cut‐off scores, 13.97% of participants (n = 64) belonged to the evening‐types category, 9.39% (n = 43) to morning‐types, while the remaining (76.64%, n = 351) to the intermediate‐types category. Evening types moved significantly more than the intermediate and morning types from around 10:00 p.m. to 2:00 a.m., while the opposite pattern of results was observed around 4:00 a.m. The results highlighted a significant difference in the 24‐h motor activity pattern between chronotypes, in line with the expectations based on their well‐known behaviour. Therefore, this study shows that the external validity of the reduced Morningness–Eveningness Questionnaire for Children and Adolescents, established by considering motor activity (recorded through actigraphy) as an external criterion, is satisfactory.

Adolescents’ school experience can be developmentally related to adolescents’ sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents’ school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies were assessed. For this purpose, 542 Italian adolescents (55.2% females, mean age 15.6 years) wore an actigraph for one week. After the actigraphic assessment, questionnaires on educational identity and school performance were administered. Results showed that short sleep-duration, later bedtime during weekdays and weekends, and a higher amount of social jetlag were negatively associated with school performance. Furthermore, adolescents who did not use any sleep-recovery strategy during the weekend presented lower levels of educational in-depth exploration compared to adolescents with higher levels of catch-up sleep but not social jetlag. These data pointed out a potentially detrimental role of social jetlag on school performance and differences in identity processes between adolescents who used and those who did not use sleep-recovery strategies, which could affect adolescents’ psychosocial adjustment.