Measuring sleep duration in adolescence: Comparing subjective and objective daily methods

Lucas‐Thompson, Rachel G.; Crain, Tori L.; Brossoit, Rebecca M.

doi:10.1016/j.sleh.2020.06.005

Cited by 22 publications

(11 citation statements)

References 22 publications

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“…(b) W1 sleep quantity was assessed by the average selfreported number of hours and minutes asleep at night during the past month. This measure is consistent with ones used in previous research (e.g., Fuligni et al, 2018), and importantly, it has been shown to be highly consistent with objective measures, including both polysomnography (Combs et al, 2019) as well as actigraphy (Lucas-Thompson et al, 2020).…”

Section: Demographics and Independent Variablessupporting

confidence: 87%

“…Second, the study relied exclusively on self-reported sleep measures; at the same time, self-reported sleep quantity has been found to be highly consistent with objective measures such as polysomnography (Combs et al, 2019) and actigraphy (Lucas-Thompson et al, 2020). Future research would certainly benefit from using multiple sleep measures that offer both subjective and objective assessments.…”

Section: Discussionmentioning

confidence: 99%

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Sleepless: The developmental significance of sleep quality and quantity among adolescents.

Vazsonyi¹,

Liu²,

Javakhishvili³

et al. 2021

Developmental Psychology

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The current study tested the developmental significance of both early adolescent sleep quantity and quality for academic competence and internalizing and externalizing problems over the course of 2 years. As part of an accelerated longitudinal study, data were collected from N = 586 Czech adolescents (M age = 12.34 years, SD = .89, 58.4% female). Data analyses included a series of logistic regressions that controlled for adolescent sex, age, family structure, and socioeconomic status. Findings showed that sleep quality at Wave 1 predicted developmental changes 1 year later (Wave 3) in depression, anxiety, and low self-esteem (OR range = 1.7-1.8) and 2 years later (Wave 5) in externalizing behaviors (OR = 2.6). Importantly, despite the associations observed with Wave 3 anxiety and deviance, Wave 1 sleep quantity was unrelated to subsequent developmental changes in adjustment measures, both 1 and 2 years later. No sleep effects at all were observed on a variety of measures of academic competence. Study findings underscore the developmental significance of sleep and indicate greater salience of sleep quality vis-à-vis sleep quantity. They also replicate some of the observed relationships found in previous longitudinal work on the sleep-mood link but extend the sleep-adolescent adjustment literature in a number of important ways.

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Section: Demographics and Independent Variablessupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Sleepless: The developmental significance of sleep quality and quantity among adolescents.

Vazsonyi¹,

Liu²,

Javakhishvili³

et al. 2021

Developmental Psychology

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“…The large difference in the number of boys versus girls limits interpretations about sex differences. Whereas the exclusive use of subjective measures of sleep is a limitation, a recent study reports high correspondence between subjective and objective measures of sleep among adolescents (Lucas-Thompson et al, 2020). Furthermore, sleep duration was based on SOL subtracted from time in bed.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Sleep Duration and Insomnia in Adolescents Seeking Treatment for Anxiety in Primary Health Care

et al. 2021

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There is limited knowledge about sleep in adolescents with elevated levels of anxiety treated within primary health care settings, potentially resulting in sleep problems not being sufficiently addressed by primary health care workers. In the current study self-reported anxiety, insomnia, sleep onset latency, sleep duration, and depressive symptoms were assessed in 313 adolescents (12–16 years; mean age 14.0, SD = 0.84, 84.0% girls) referred to treatment for anxiety within primary health care. Results showed that 38.1% of the adolescents met criteria for insomnia, 34.8% reported short sleep duration (<7 h), and 83.1% reported long sleep onset latency (≥30 min). Total anxiety symptoms were related to all sleep variables after controlling for age and sex. Furthermore, all anxiety symptom sub-types were associated with insomnia and sleep onset latency, whereas most anxiety subtypes were associated with sleep duration. Adolescents’ depressive symptoms accounted for most of the anxiety-sleep associations, emphasizing the importance of depressive symptoms for sleep. However, anxiety was associated with insomnia and sleep onset latency also among youth with low levels of depressive symptoms. The findings suggests that primary health care workers should assess sleep duration, sleep onset latency, and insomnia in help-seeking adolescents with anxiety.

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“…The exclusive use of subjective measures of sleep is also a limitation. However, a recent study reported high correspondence between subjective and objective measures of sleep duration among adolescents [ 29 ], supporting the use of self-reported sleep measures. Furthermore, in the present study sleep duration was based on SOL subtracted from time in bed.…”

Section: Discussionmentioning

confidence: 92%

Effect of early intervention for anxiety on sleep outcomes in adolescents: a randomized trial

Haugland

Hysing

Hoffart

et al. 2021

Eur Child Adolesc Psychiatry

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The potential effect of early intervention for anxiety on sleep outcomes was examined in a sample of adolescents with anxiety (N = 313, mean 14.0 years, SD = 0.84, 84% girls, 95.7% Norwegians). Participants were randomized to one of three conditions: a brief or a standard-length cognitive-behavioral group-intervention (GCBT), or a waitlist control-group (WL). Interventions were delivered at schools, during school hours. Adolescents with elevated anxiety were recruited by school health services. Questionnaires on self-reported anxiety symptoms, depressive symptoms, and sleep characteristics were administered at pre- and post-intervention, post-waitlist, and at 1-year follow-up. Adolescents reported reduced insomnia (odds ratio (OR) = 0.42, p < 0.001) and shorter sleep onset latency (d = 0.27, p < 0.001) from pre- to post-intervention. For insomnia, this effect was maintained at 1-year follow-up (OR = 0.54, p = 0.020). However, no effect of GCBT on sleep outcomes was found when comparing GCBT and WL. Also, no difference was found in sleep outcomes between brief and standard-length interventions. Adolescents defined as responders (i.e., having improved much or very much on anxiety after GCBT), did not differ from non-responders regarding sleep outcomes. Thus, anxiety-focused CBT, delivered in groups, showed no effect on sleep outcomes. Strategies specifically targeting sleep problems in adolescents should be included in GCBT when delivered as early intervention for adolescents with elevated anxiety.Trial registry Clinical trial registration: School Based Low-intensity Cognitive Behavioral Intervention for Anxious Youth (LIST); http://clinicalrials.gov/; NCT02279251, Date: 11.31. 2014

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Measuring sleep duration in adolescence: Comparing subjective and objective daily methods

Cited by 22 publications

References 22 publications

Sleepless: The developmental significance of sleep quality and quantity among adolescents.

Sleepless: The developmental significance of sleep quality and quantity among adolescents.

Sleep Duration and Insomnia in Adolescents Seeking Treatment for Anxiety in Primary Health Care

Effect of early intervention for anxiety on sleep outcomes in adolescents: a randomized trial

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