The independent relationships between insomnia, depression, subtypes of anxiety, and chronotype during adolescence

Alvaro, Pasquale K.; Roberts, Rachel; Harris, Jodie

doi:10.1016/j.sleep.2014.03.019

Cited by 143 publications

(94 citation statements)

References 47 publications

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“…These results contrast with previous studies showing that eveningness is associated with better sleep quality during the night shift (Hilliker et al, 1992;Juda et al, 2013b;Smith et al, 2005). The fact that E-types had poorer sleep in both night and day conditions supports several studies that have reported more sleep problems in E-types in other populations (Alvaro et al, 2014;Giannotti et al, 2002;Hasler et al, 2013;Lucassen et al, 2013;Martin et al, 2012;Merikanto et al, 2012).…”

Section: Discussioncontrasting

confidence: 92%

Day and night shift schedules are associated with lower sleep quality in Evening-types

Martin

Laberge

Sasseville

et al. 2015

Chronobiology International

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Eveningness has been suggested as a facilitating factor in adaptation to shift work, with several studies reporting evening chronotypes (E-types) as better sleepers when on night shifts. Conversely, eveningness has been associated with more sleep complaints during day shifts. However, sleep during day shifts has received limited attention in previous studies assessing chronotypes in shift workers. Environmental light exposure has also been reported to differ between chronotypes in day workers. Activity is also known to provide temporal input to the circadian clock. Therefore, the aim of this study was to compare objective sleep, light exposure and activity levels between chronotypes, both during the night and day shifts. Thirty-nine patrol police patrol officers working on a fast rotating shift schedule (mean age ± SD: 28.9 ± 3.2 yrs; 28 males) participated in this study. All subjects completed the Morningness-Eveningness Questionnaire (MEQ). Sleep and activity were monitored with actigraphy (Actiwatch-L; Mini-Mitter/Respironics, Bend, OR) for four consecutive night shifts and four consecutive day shifts (night work schedule: 00:00 h-07:00 h; day work schedule: 07:00 h-15:00 h). Sleep and activity parameters were calculated with Actiware software. MEQ scores ranged from 26 to 56; no subject was categorized as Morning-type. E-types (n = 13) showed significantly lower sleep efficiency, longer snooze time and spent more time awake after sleep onset than Intermediate-types (I-types, n = 26) for both the night and day shifts. E-types also exhibited shorter and more numerous sleep bouts. Furthermore, when napping was taken into account, E-types had shorter total sleep duration than I-types during the day shifts. E-types were more active during the first hours of their night shift when compared to I-types. Also, all participants spent more time active and had higher amount of activity per minute during day shifts when compared to night shifts. No difference was found regarding light exposure between chronotypes. In conclusion, sleep parameters revealed poorer sleep quality in E-types for both the night and day shifts. These differences could not be explained by sleep opportunity, light exposure or activity levels. This study challenges the notion that E-types adapt better to night shifts. Further studies must verify whether E-types exhibit lower sleep quality than Morning-types.

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Section: Discussioncontrasting

confidence: 92%

Day and night shift schedules are associated with lower sleep quality in Evening-types

Martin

Laberge

Sasseville

et al. 2015

Chronobiology International

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“…Women tended to report more sleep disturbances and more daytime sleepiness. Chronotype was significantly different between genders, with more men reporting a slightly later chronotype, even though a later chronotype has been found to be a risk factor for disturbed sleep [47]. In addition, women tended to be more depressed, more stressed and reported more test-anxiety.…”

Section: Discussionmentioning

confidence: 99%

Sleep disturbances and mental strain in university students: results from an online survey in Luxembourg and Germany

Schlarb

Claßen

Grünwald

et al. 2017

Int J Ment Health Syst

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ObjectivesThis study examined the prevalence of sleep disturbances and mental strain in students from two European countries, Luxembourg and Germany.MethodsA total of 2831 students took part in an online survey, with 2777 students from Germany and 184 students from Luxembourg. Sleep disturbances were assessed with the Pittsburgh Sleep Quality Index and the Epworth Sleepiness Scale, and aspects of mental strain using the Patient Health Questionnaire, the Social-Interactive-Anxiety Scale, the self-efficacy questionnaire and the test anxiety questionnaire. In addition, we also assessed students’ chronotypes.ResultsAcross the whole sample mean scores on the sleep questionnaires were above the cut-off for clinically relevant sleep problems, indicating an increased prevalence of sleep disturbances in students from both countries. Sleep quality was impaired in 42.8%, and 17.9% showed clinically relevant scores. Overall 25.5% reported elevated depression and 13.3% social phobia symptoms, while 45% indicated elevated stress levels. Sleep quality, daytime sleepiness, chronotype, depression scores, stress levels, test anxiety, and self-efficacy differed significantly between men and women, but there were no differences between countries.ConclusionsSleep disturbances and mental strain in students are common, with the current results replicating previous findings. Students from Luxembourg and Germany are affected equally.

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“…Accordingly, although several recent studies have taken care to examine sleep among youth falling into different diagnostic categories[7, 21–23], it may be even more critical to focus on discrete dimensions of anxiety that relate to particular forms of sleep disruption. There were several examples in the literature this year [24–26].…”

Section: Characterizing the Nature Of Sleep Disturbance In Youth Withmentioning

confidence: 99%

Sleep and anxiety in late childhood and early adolescence

McMakin

Alfano

2015

Current Opinion in Psychiatry

162

114

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Purpose of review Adolescence is a period of dynamic change in both sleep and emotional systems, with related increases in problems controlling emotion and behavior. Youth with anxiety enter adolescence with pre-existing vulnerabilities in systems of sleep and emotion that may place them at heightened risk. This review summarizes recent research on sleep and anxiety during the transition to adolescence, and highlights emerging themes. Recent findings Prospective studies support that sleep predicts anxiety symptoms in early adolescence. Notably, robust evidence for subjective sleep problems in anxious youth is not well-corroborated by objective assessments. Longitudinal designs and methodology that carefully examine dimensions of anxiety and sleep may clarify inconsistencies. Preliminary evidence suggests that late childhood to early adolescence may be a sensitive period for escalating problems with sleep and anxiety. Recent advances in the neuroscience of sleep can further refine integrative mechanistic models of developmental psychopathology—the role of sleep in emotional learning and memory is provided as an example. Summary Sleep problems are common and prospectively predict escalating anxiety symptoms. Precision is needed regarding the nature of sleep disruption, and how and when sleep impacts various aspects of developmental trajectories. This precision, along with advances in the neuroscience of sleep, may lead to developmentally-informed translational interventions.

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The independent relationships between insomnia, depression, subtypes of anxiety, and chronotype during adolescence

Cited by 143 publications

References 47 publications

Day and night shift schedules are associated with lower sleep quality in Evening-types

Day and night shift schedules are associated with lower sleep quality in Evening-types

Sleep disturbances and mental strain in university students: results from an online survey in Luxembourg and Germany

Sleep and anxiety in late childhood and early adolescence

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