Sleep Duration Moderates the Association Between Children’s Temperament and Academic Achievement

Rebecca H. Berger, Anjolii Diaz, Carlos Valiente, Nancy Eisenberg, Tracy Spinrad, Marilyn Thompson, Maciel M. Hernández, Sarah K. VanSchyndel, Jody Southworth

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Research Findings: The primary goal of this study was to determine whether sleep duration moderates the relations of 2 dimensions of children’s temperament—shyness and negative emotion—to academic achievement. In the autumn, parents and teachers reported on kindergartners’ and 1st graders’ (N = 103) shyness and negative emotion and research assistants observed negative emotion in the classroom. In the spring, children wore actigraphs that measured their sleep for 5 consecutive school nights, and they completed the Woodcock–Johnson III Tests of Achievement. Interactions between temperament and sleep duration predicting academic achievement were computed. Interactions of sleep duration with parent-reported shyness, teacher-reported negative emotion, and observed negative emotion indicated that the negative relations of shyness or negative emotion to academic achievement were strongest when children slept less. Practice or Policy: Results suggest that sleep duration may be an important bioregulatory factor to consider in young children’s early academic achievement.

Original languageEnglish (US)
Pages (from-to)624-640
Number of pages17
JournalEarly education and development
Issue number5
StatePublished - Jul 4 2018

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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