PDF(Pubmed)
Abstract：
Academic performance plays a crucial role in long-term educational attainment and occupational function. Chronotype refers to an individual\'s daily tendencies for times for waking, activity, and sleep. Social jetlag reflects the mismatch between an individual\'s chronotype and their social schedule. Because school typically starts early in the morning, later chronotype is often associated with daytime sleepiness, insufficient sleep, and poor academic performance. However, the relationship between academic performance, chronotype, and social jetlag has not been extensively examined in large samples like the Adolescent Brain Cognitive Development (ABCD) study. We hypothesized that greater social jetlag would predict poorer cognitive and academic performance. Year 2 (ages 11-14) cross-sectional data from the ABCD cohort (n = 6,890 adolescents) were used to evaluate academic performance (i.e. self-reported past year grades), NIH Toolbox cognitive performance measures, chronotype, and social jetlag from the Munich Chronotype Questionnaire. We found that later chronotype and greater social jetlag predicted poorer cognitive and academic performance with small effect sizes. Our findings emphasize the importance of individual differences in chronotype and social jetlag when designing class schedules, as aligning school activities with student optimal sleep-wake times may contribute to improved academic performance.
摘要：
学业成绩在长期受教育程度和职业功能中起着至关重要的作用。Chronotype是指一个人每天醒来的倾向，活动,和睡眠。社会时差反映了个人的时间类型和他们的社会时间表之间的不匹配。因为学校通常在清晨开始，后期时间型通常与白天嗜睡有关，睡眠不足,学习成绩差。然而,学习成绩之间的关系，时间型,和社会时差尚未在大样本中进行广泛检查，例如青少年大脑认知发育（ABCD）研究。我们假设更大的社会时差会预测更差的认知和学业成绩。2年级（11-14岁）来自ABCD队列（n=6,890名青少年）的横截面数据用于评估学业成绩（即自我报告的过去一年成绩），NIH工具箱认知绩效指标，时间型,和社会时差来自慕尼黑时间型问卷。我们发现，较晚的时间型和更大的社会时差预测认知和学业成绩较差，效果较小。我们的发现强调了在设计课程表时，时间型和社会时差中个体差异的重要性，因为使学校活动与学生的最佳睡眠时间保持一致可能有助于提高学习成绩。
