TY - JOUR
T1 - Early life socioeconomic differences in associations between childhood sleep and academic performance
AU - Rea-Sandin, Gianna
AU - Breitenstein, Reagan S.
AU - Doane, Leah D.
AU - Vakulskas, Emily
AU - Valiente, Carlos
AU - Lemery-Chalfant, Kathryn
N1 - Funding Information:
This research was supported by seed grants from the Institute for Mental Health Research , the Challenged Child Project , and the T. Denny Sanford School of Social and Family Dynamics at Arizona State University , as well as grants from the National Institute of Child Health and Human Development ( R01HD079520 , R01HD086085 , and F31HD103374 ). Special thanks to the staff and students for their dedication to the Arizona Twin Project , and the participating families who generously shared their experiences.
Publisher Copyright:
© 2022 Elsevier Inc.
PY - 2022/3/1
Y1 - 2022/3/1
N2 - Poor sleep can negatively impact children's academic performance. However, it is unknown whether early-life socioeconomic status (SES) moderates later sleep and academics. We tested associations between actigraphy-based sleep duration and midpoint time, and parent-reported sleep problems with objective and subjective measures of academic performance. We also examined whether relations varied by early and concurrent SES. Children (n = 707; 52% female; Mage = 8.44 years; 28.7% Hispanic/Latino; 29.7% at/below poverty line) were assessed at 12 months for SES and eight years for SES, sleep, and academics. There were no main effects of sleep on academics. More sleep problems predicted lower Applied Problems performance for low SES children (b = −0.73, p < .05) and better performance for high SES children (b = 0.69, p < .05). For high SES children, greater sleep problems (b = −0.11, p < .05) and longer sleep duration (b = −0.11, p < .05) predicted lower academic achievement. However, most associations were consistent across SES, illustrating the complex interplay between sleep, academic outcomes, and SES.
AB - Poor sleep can negatively impact children's academic performance. However, it is unknown whether early-life socioeconomic status (SES) moderates later sleep and academics. We tested associations between actigraphy-based sleep duration and midpoint time, and parent-reported sleep problems with objective and subjective measures of academic performance. We also examined whether relations varied by early and concurrent SES. Children (n = 707; 52% female; Mage = 8.44 years; 28.7% Hispanic/Latino; 29.7% at/below poverty line) were assessed at 12 months for SES and eight years for SES, sleep, and academics. There were no main effects of sleep on academics. More sleep problems predicted lower Applied Problems performance for low SES children (b = −0.73, p < .05) and better performance for high SES children (b = 0.69, p < .05). For high SES children, greater sleep problems (b = −0.11, p < .05) and longer sleep duration (b = −0.11, p < .05) predicted lower academic achievement. However, most associations were consistent across SES, illustrating the complex interplay between sleep, academic outcomes, and SES.
KW - Academic performance
KW - Actigraphy
KW - Children
KW - Middle childhood
KW - Sleep
KW - Socioeconomic status
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U2 - 10.1016/j.appdev.2022.101392
DO - 10.1016/j.appdev.2022.101392
M3 - Article
AN - SCOPUS:85124288852
SN - 0193-3973
VL - 79
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101392
ER -