What time do you plan to sleep tonight? An intense longitudinal study of adolescent daily sleep self‐regulation via planning and its associations with sleep opportunity

Abstract

Background Most adolescents are sleep deprived on school days, yet how they self‐regulate their sleep–wake behaviours is poorly understood. Using ecological momentary assessment, this intense longitudinal study explored patterns of adolescents’ daily bedtime and risetime planning and execution, and whether these behaviours predicted sleep opportunity. Methods Every afternoon, for 2 school weeks and the subsequent 2 vacation weeks, 205 (54.1% female, 64.4% non‐White) adolescents from year 10 to 12 (M ± SDage = 16.9 ± 0.9) reported their plans for bedtime (BT) that evening, and for risetimes (RT) the following day. Actual daily sleep was measured via actigraphy and sleep diary. Results Some adolescents never planned bedtime (school 19.5%, non‐school 53.2%) or risetime (school 1.5%, non‐school 24.4%). More adolescents planned consistently (≥75% of days) on school (BT = 29.9%, RT = 61.3%) compared to non‐school nights (BT = 3.5%, RT = 2.5%). On average, adolescents went to bed later than planned, with longer delays on non‐school (71 min) compared to school nights (46 min). Of those who executed their plans within ≤15 min, more did it consistently (≥75% of days) on school (BT = 40.9%, RT = 67.7%) than on non‐school nights/days (BT = 29.7%, RT = 58.6%). Mixed effects models utilizing daily data, controlling for sex, race, and study day, showed that bedtime planning predicted longer time in bed (TIB; p < .01) on school and shorter TIB on non‐school nights (p < .01); and greater delay in actual (compared to planned) BT predicted shorter TIB (p < .001). Conclusions Adolescents may require support during the transition from parent‐controlled to autonomous sleep self‐regulation. Bedtime planning on school nights and going to bed as planned are two modifiable sleep regulatory behaviours that are protective and potential therapeutic targets for increasing sleep opportunity in adolescents.

A longitudinal investigation of sleep hygiene as a mediator linking parental warmth with adolescent sleep

“…Though the challenge remains that many school-based sleep hygiene interventions increase adolescents’ sleep knowledge without changing sleep behaviors; and it is the change in sleep behaviors that seems critical for actual improvement in sleep [ 47 ]. Programs that adopt a knowledge-to-action framework are likely to be most successful [ 48 ], as are programs that foster adolescent self-efficacy and self-regulation of sleep [ 49 ].…”