Examining family and neighborhood level predictors of sleep duration in urban youth.

Street, Nancy; McCormick, Marie C.; Austin, S. Bryn; Slopen, Natalie; Habre, Rima; Molnar, Beth E.

doi:10.1037/fsh0000367

Cited by 20 publications

(11 citation statements)

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“…To unpack developmental patterns, future research should also include a larger age range and longitudinal designs. Finally, the study does not consider the important impact of contextual and familial influences that may further disrupt or protect adolescent sleep (El‐Sheikh, ; El‐Sheikh, Kelly, & Rauer, ; Street et al., ).…”

Section: Discussionmentioning

confidence: 99%

“…Sleep is also a complex health behavior that is influenced by psychological processes such as anxiety and stress (Hall et al., ; Lev Ari & Shulman, ), environmental features such as noise and crowding (Brouillette, Horwood, Constantin, Brown,& Ross, ; Street et al., ), as well as physiological influences such as pubertal development (Dewald et al., ; Knutson, ). As such, sleep, like other health behaviors, may be particularly sensitive to sociocultural differences.…”

Section: Sleep and Youth Developmentmentioning

confidence: 99%

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Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents

et al. 2019

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This study investigates the same-day associations between discrimination and sleep among 350 adolescents ages 13-15 (M = 14.29, SD = 0.65; Asian = 41%, Black = 22%, Latinx = 37%). Assessing sleep duration, sleep onset latency, and wake minutes after sleep onset using wrist actigraphy, Black adolescents slept 35 min less than Asian and 36 min less than Latinx youth. Black adolescents suffered the most wake minutes after sleep onset, followed by Latinx and Asian youth. Latinx youth reported the highest levels of sleep disturbance, whereas Asian youth reported the highest levels of daytime dysfunction. Daily discrimination was associated with lower levels of same-night sleep onset latency, more sleep disturbance, more next-day daytime dysfunction, and higher next-day daytime sleepiness.

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Section: Discussionmentioning

confidence: 99%

Section: Sleep and Youth Developmentmentioning

confidence: 99%

Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents

et al. 2019

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“…• 3: Mixed findings included dose response relationships with unfavourable associations for ≥3 h/day and 2–3 h/day, favourable for 1–3 h/day, and null for 1–2 h/day and 2–3 h/day [ 149 , 150 , 152 ]…”

Section: Resultsmentioning

confidence: 99%

“…t 7: null and unfavourable [1: Unfavourable for cram school attendance and weekend sleep duration, and weekday homework duration and weekday sleep, but null for all other weekday and weekend sleep and homework combinations and cram school attendance [ 147 ]; 1: Unfavourable for screen time, null for exercise habits [ 62 ]; 1: Unfavourable for some sleep quality aspects in older children, but null for all aspects in younger children [ 148 ]; 1: Dose response: More null associations for: weekdays (13/22 null associations) and 1–2 h of homework comparisons (8/10 null associations); more unfavourable associations for ≥3 and 2–3 h (both 7/10 unfavourable associations), and weekends (21/30 unfavourable associations) [ 149 ]; 1: Unfavourable screen time for girls and girls stressed about homework, and MVPA for boys and boys stressed about homework; Null for sleep, girls MVPA, boys not stressed about homework MVPA, boys screen time, and girls not stressed about homework screen time [ 74 ]; 1: Unfavourable for sleep, computer, overall sedentary screen time, and various other screen time; Null for passive and active videogames [ 91 ]; Dose response: generally unfavourable for aspects of sleep duration and quality at > 3 h of homework, null for 1–2 and 2–3 h of homework [ 150 ]]; 2: Null and favourable [1: Favourable for video games, talking on the phone, TV on weekdays; Null for TV on weekends, texting, video chatting [ 93 ]; 1: Favourable for homework on school nights, null for homework before school [ 151 ]]; 2: Favourable and unfavourable [1: Dose response: favourable for 1–3 h, unfavourable for > 3 h [ 152 ]; 1: Unfavourable for sleep and overall homework; Favourable for video games, talking on the phone, TV on weekdays, screen time on weekdays, sleep and weekday homework [ 94 ]; 1: Favourable, null, and unfavourable [1: Unfavourable for PC for boys, TV and weekday homework for boys, TV and weekday homework for girls, PC and weekday homework for girls, PC on weekend and homework on weekends for girls; favourable for TV and weekend homework for girls; null for all physical activity and homework combinations [ 108 ]]…”

Section: Resultsmentioning

confidence: 99%

School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review

Kuzik

Costa

Hwang

et al. 2022

Int J Behav Nutr Phys Act

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Background The purpose of this systematic review was to examine the associations between school-related sedentary behaviours and indicators of health and well-being in children and youth (~ 5–18 years) attending school. Methods This review was conducted to inform the development of School-Related Sedentary Behaviour Recommendations. Peer-reviewed, published, or in-press articles in English were included. Reviews, meta-analyses, and case studies were excluded; all other study designs were eligible. Further, articles had to meet the a priori study criteria for population, intervention, comparator (PROSPERO ID: CRD42021227600). Embase, MEDLINE® ALL, and PsycINFO were searched. Risk of bias was assessed for individual experimental studies using the Cochrane risk of bias assessment tool, and in observational studies based on the GRADE framework and in line with previous systematic reviews examining sedentary behaviours in children. Overall quality of evidence was assessed using the GRADE framework for each outcome category and study design. Results were synthesized narratively, grouped by study design and outcome category. Further, several high-level summaries were conducted to help interpret results. Results Evidence was synthesized from 116 reports, including 1,385,038 participants and 1173 extracted associations. More school-related sedentary behaviour was favourably associated with nearly one-third of extracted associations for cognitive (33%) and social-emotional (32%) indicators (e.g., less anxiety), but unfavourably associated with other movement behaviours (e.g., less physical activity) (35%). Active lessons were favourable (72%), compared to more school-related sedentary behaviours, when examining associations for all health and well-being indicators. More homework was favourable across all health and well-being indicators in 4% of extracted associations for primary school children, and 25% of extracted associations for secondary school children. However, ≥2 h/day of homework appeared to be unfavourable for health and well-being. Limitations for synthesized studies included generally low quality of evidence and a lack of studies in South American, African, or low-middle income countries. Conclusions Findings can help inform policy makers, schools, and teachers, regarding the amount of homework assigned and the introduction of active lessons into the classroom to enhance health and well-being of children. More research is needed examining school-related sedentary behaviours and indicators of health and well-being in low- and middle-income countries.

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“…In this decade, violence is a rife phenomenon in all levels of education, from elementary school [1], middle [2], high school [3,4], or three all together [5] to college [6,7]. Violence also spread in the family of human being [8,9]. Despite affecting millions of families around the world, parental alienation has been fundamentally unrecognized or denied by authorized and health professionals as a practice of family violence.…”

Section: Introductionmentioning

confidence: 99%

Violence among Senior High School Students in the City of Abepura

Partino¹,

Diponegoro²

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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This research aims at understanding (1) The quantity level of the violence to high school students in the city of Abepura; (2) The types of violence to the students; (3) The actor of violence to the students; and (4) The factors causing the violence. This research used descriptive design. The sampling technique of proportional random sampling was applied. The population was 748 students and 72 teachers. The subject of this research was 112 students and 12 teachers. The data analysis of quantitative descriptive was used. The finding of this research shows that: (1). 86.6% of the students experienced violence, consisting of 40.18% physical violence and 44.64% psychological violence. (2). The students who experienced violence and doing violence were 31.56%, consisting of 15.79% physical violence and 15.79% psychological violence; (3). Cultural violence to the students was 43.16%, consisting of 24.21% physical violence and 18.95% psychological violence; and (4) The factors causing violence were superiority, revenge, the effect of violence exposure, money, and addiction.

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Examining family and neighborhood level predictors of sleep duration in urban youth.

Abstract: Our findings focusing on neighborhood and family context represent potentially modifiable practices. These finding are important for public health advocates and health care providers as they seek to curb the epidemic of sleep deprivation in youth. (PsycINFO Database Record

Cited by 20 publications

References 46 publications

Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents

Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents

School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review

Violence among Senior High School Students in the City of Abepura

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