Abstract：
The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender.
Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment.
Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b = -0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b = -0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls.
The study\'s finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions.
Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment.
Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b = -0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b = -0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls.
The study\'s finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions.
摘要：
这项研究的目的是确定青春期的睡眠质量和数量是否以及如何与成年期的教育程度相关。这项研究还调查了这种关系是否因性别而异。
使用全国青少年与成人健康纵向研究的数据，本研究采用了兄弟姐妹固定效应方法，该方法考虑了未观察到的家庭背景因素，例如遗传和社会环境。进行了性别分层分析，以考虑青少年睡眠与受教育程度之间的潜在性别关系。
控制未观察到的家庭水平异质性减弱了青少年睡眠特征和教育程度之间的关联，尽管男孩和女孩的方式不同。性别分层模型表明，对于男孩来说,只有短睡眠时间和受教育程度之间的关联对于调整同胞固定效应是稳健的.相比之下,对于女孩来说,在三项睡眠质量测量中，即使在控制了未观察到的家庭异质性之后，只有入睡或入睡困难仍然与受教育程度显着相关。兄弟姐妹固定效应估计表明，短睡眠时间（每晚6小时或更少）仅与男孩的受教育年限呈负相关（b=-0.443），而入睡或入睡困难仅与女孩的受教育年限减少有关（b=-0.556）。所观察到的关联的潜在机制也因性别而异。对于男孩来说，短睡眠时间和受教育程度之间的关联部分解释为教育的组合，社会,和心理因素。只有中等教育因素解释了女孩入睡或入睡困难与教育依恋之间的部分联系。
该研究发现，青少年睡眠特征与受教育程度之间的关系以及这种关系的潜在机制因性别而异，这就需要关注针对性别的干预措施。
使用全国青少年与成人健康纵向研究的数据，本研究采用了兄弟姐妹固定效应方法，该方法考虑了未观察到的家庭背景因素，例如遗传和社会环境。进行了性别分层分析，以考虑青少年睡眠与受教育程度之间的潜在性别关系。
控制未观察到的家庭水平异质性减弱了青少年睡眠特征和教育程度之间的关联，尽管男孩和女孩的方式不同。性别分层模型表明，对于男孩来说,只有短睡眠时间和受教育程度之间的关联对于调整同胞固定效应是稳健的.相比之下,对于女孩来说,在三项睡眠质量测量中，即使在控制了未观察到的家庭异质性之后，只有入睡或入睡困难仍然与受教育程度显着相关。兄弟姐妹固定效应估计表明，短睡眠时间（每晚6小时或更少）仅与男孩的受教育年限呈负相关（b=-0.443），而入睡或入睡困难仅与女孩的受教育年限减少有关（b=-0.556）。所观察到的关联的潜在机制也因性别而异。对于男孩来说，短睡眠时间和受教育程度之间的关联部分解释为教育的组合，社会,和心理因素。只有中等教育因素解释了女孩入睡或入睡困难与教育依恋之间的部分联系。
该研究发现，青少年睡眠特征与受教育程度之间的关系以及这种关系的潜在机制因性别而异，这就需要关注针对性别的干预措施。
