Relationships between sleep knowledge, sleep practice and sleep quality

Gallasch, Julie; Gradisar, Michael

doi:10.1111/j.1479-8425.2006.00248.x

Cited by 33 publications

(38 citation statements)

References 22 publications

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“…The improvements in sleep hygiene and sleep quality reported in the current study are also consistent with previous studies that have shown similar findings in participants ranging from infants to adults [21,24,40-42]. However given both participants and parents were aware of the treatment, a study of sleep hygiene intervention with a concurrent control group with parents blind to treatment would be required to provide definitive answers in regard to efficacy.…”

Section: Discussionsupporting

confidence: 89%

Sleep hygiene intervention for youth aged 10 to 18 years with problematic sleep: a before-after pilot study

et al. 2012

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BackgroundThe current study aimed to examine the changes following a sleep hygiene intervention on sleep hygiene practices, sleep quality, and daytime symptoms in youth.MethodsParticipants aged 10–18 years with self-identified sleep problems completed our age-appropriate F.E.R.R.E.T (an acronym for the categories of Food, Emotions, Routine, Restrict, Environment and Timing) sleep hygiene programme; each category has three simple rules to encourage good sleep. Participants (and parents as appropriate) completed the Adolescent Sleep Hygiene Scale (ASHS), Pittsburgh Sleep Quality Index (PSQI), Sleep Disturbance Scale for Children (SDSC), Pediatric Daytime Sleepiness Scale (PDSS), and wore Actical® monitors twice before (1 and 2 weeks) and three times after (6, 12 and 20 weeks) the intervention. Anthropometric data were collected two weeks before and 20 weeks post-intervention.ResultsThirty-three youths (mean age 12.9 years; M/F = 0.8) enrolled, and retention was 100%. ASHS scores significantly improved (p = 0.005) from a baseline mean (SD) of 4.70 (0.41) to 4.95 (0.31) post-intervention, as did PSQI scores [7.47 (2.43) to 4.47 (2.37); p < 0.001] and SDSC scores [53.4 (9.0) to 39.2 (9.2); p < 0.001]. PDSS scores improved from a baseline of 16.5 (6.0) to 11.3 (6.0) post- intervention (p < 0.001). BMI z-scores with a baseline of 0.79 (1.18) decreased significantly (p = 0.001) post-intervention to 0.66 (1.19). Despite these improvements, sleep duration as estimated by Actical accelerometry did not change. There was however a significant decrease in daytime sedentary/light energy expenditure.ConclusionsOur findings suggest the F.E.R.R.E.T sleep hygiene education programme might be effective in improving sleep in children and adolescents. However because this was a before and after study and a pilot study with several limitations, the findings need to be addressed with caution, and would need to be replicated within a randomised controlled trial to prove efficacy.Trial registrationAustralian New Zealand Clinical Trials Registry: ACTRN12612000649819

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Section: Discussionsupporting

confidence: 89%

Sleep hygiene intervention for youth aged 10 to 18 years with problematic sleep: a before-after pilot study

et al. 2012

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“…We found that sleep hygiene knowledge had no relationship with behavioural intention, and was not correlated with sleep hygiene behaviour and sleep quality in the whole sample. We cautioned that the measurement we used to assess sleep hygiene knowledge had limited psychometric property, an alpha of 0.65, when first developed (Gallasch and Gradisar, ). Further, in our analysis of running the original model separately in adolescents who had poor sleep hygiene knowledge and those had good sleep hygiene knowledge, we demonstrated that an interaction effect of sleep hygiene knowledge exists in our model.…”

Section: Discussionmentioning

confidence: 99%

“…Sample items include: ‘Drinking three standard glasses of alcohol has no effect on sleep’ and ‘If you cannot fall asleep within 20 min, you should get out of bed and try again later’. The internal consistency of the sleep knowledge questionnaire is somewhat acceptable ( α = 0.65) (Gallasch and Gradisar, ).…”

Section: Methodsmentioning

confidence: 99%

Sleep hygiene behaviours in Iranian adolescents: an application of the Theory of Planned Behavior

Strong

Lin

Jalilolghadr

et al. 2017

Journal of Sleep Research

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SUMMARYPoor sleep quality and inadequate sleep in adolescents are a rising trend globally. The Theory of Planned Behaviour (TPB)-which centres on an individual's attitude toward performing the behaviour, subjective norms and perceived behavioural control-has been applied to examine sleep hygiene behaviours in young adults. We expanded on prior works by using a longitudinal design to examine the effects of TPB factors, together with sleep hygiene knowledge and planning constructs, on sleep hygiene behaviours and on sleep quality and health in a group of Iranian adolescents. A total of 1822 healthy adolescents (mean age = 13.97) from 25 high schools in Qazvin, Iran, completed a selfreported survey at baseline and 6 months later. Structural equation modelling (SEM) was used to delineate the pathway from adolescents' sleep hygiene knowledge, TPB constructs of their behavioural intentions and sleep hygiene behaviours and their sleep quality and self-reported health. The SEM model demonstrated that although behavioural intention, coping planning and action planning predicted the sleep hygiene behaviours positively 6 months later with acceptable model fit [comparative fit index (CFI) = 0.936; Tucker-Lewis index (TLI) = 0.902; root mean square error of approximation (RMSEA) = 0.080; standardized root mean square residual (SRMR) = 0.044], sleep hygiene knowledge did not predict behavioural intentions significantly. Sleep hygiene behaviours were associated with sleep quality and psychiatric wellbeing. Thus, the TPB, combined with coping and action planning, is useful in understanding the sleep hygiene behaviours of adolescents. Health-care providers may want to emphasize TPB constructs and coping and action planning to improve adolescents' sleep hygiene behaviours, rather than rely solely upon increasing adolescents' sleep hygiene knowledge.

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“…Sleep quality is positively correlated with global measures of sleep-promoting practices, even though the link between sleep knowledge and sleep quality has not been substantiated (Gallasch & Gradisar, 2007;Suen et al, 2008). Moreover, factors that influence the translation of sleep knowledge into sleep practices have not been addressed in the literature.…”

Section: Introductionmentioning

confidence: 96%

Circadian Preference and College Students’ Beliefs About Sleep Education

Digdon

2010

Chronobiology International

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The current study used social cognitive theory as a conceptual framework to investigate whether college students' beliefs about their sleep were compatible with sleep education, and whether incompatibility was greater for evening than morning or intermediate types. Students at a Canadian college (n = 499) completed an investigator-designed measure of outcome expectancies about how their sleep is affected by recommended sleep practices, self-efficacy beliefs about the ease of implementing the recommendations, a question about sleep status (i.e., good sleeper/poor sleeper), and the Composite Scale of Morningness (CSM). Contrary to predictions, outcome expectations of evening types did not differ from those of morning or intermediate types for 24 of the 26 items. Chi square tests indicated that most students' beliefs about the effects of sleep scheduling, caffeine consumption, sleep environment, and bedtime arousal were compatible with sleep education, whereas those about exercising, doing stimulating or important work close to bedtime, or using their beds for studying or watching TV were incompatible with sleep education. Consistent with predictions, ANOVA results indicated that global self-efficacy scores of evening types were lower, as were their item scores pertaining to sleep scheduling (i.e., napping, bedtimes, rise times, and staying in bed too long) and cognitive arousal in bed (i.e., thinking, worrying, or problem solving in bed or going to bed stressed, angry, nervous, or upset) than were those of intermediate or morning types. Results of an ANCOVA showed that evening preference was associated with poorer self-efficacy when differences in sleep status were controlled. Finally, Pearson correlations and stepwise multiple regression showed evening preference and describing oneself as a poor sleeper both contributed to low self-efficacy. These findings are relevant to the refinement of sleep education. Content included in sleep education needs to consider what students already know about sleep so that education is relevant, credible, and not redundant. Sleep education also needs to address lower self-efficacy of evening types for implementing sleep recommendations. Conclusions reported in this study should be considered tentative because they were based on a single Canadian sample using a novel measure. The generalizability of the results remains to be determined.

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Relationships between sleep knowledge, sleep practice and sleep quality

Cited by 33 publications

References 22 publications

Sleep hygiene intervention for youth aged 10 to 18 years with problematic sleep: a before-after pilot study

Sleep hygiene intervention for youth aged 10 to 18 years with problematic sleep: a before-after pilot study

Sleep hygiene behaviours in Iranian adolescents: an application of the Theory of Planned Behavior

Circadian Preference and College Students’ Beliefs About Sleep Education

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