engleski

Different expectations of opportunities to sleep: do they affect sleep restriction, daytime sleep and sleep extension of adolescents?

Objectives: To examine whether different expectations of opportunities to fulfil sleep need after a school week with morning start, affect adolescents’ sleep restriction on school days, sleep extension on weekends and additional sleep during day. Methods: Sleep characteristics of two groups of secondary school students aged 16 years were compared. One group (N=43) had more restricted opportunities for sleep since each week it attended school for five days in the morning, followed by two weekend days. The other group (N=38) also attended school five days per week in the morning followed by two weekend days. However, the next week they attended school five days in the afternoon which did not restrict their sleep due to early morning start of the school. The students kept Sleep-Wake Diaries (modified version from Manber et al. 1996). Their sleep characteristics during the five days of school in the morning and the following two weekend days were compared by means of ANOVA, with School system (morning only/rotating morning and afternoon) as a between subject factor and Days (school/weekend) as a within subject factor. Differences in the number of adolescents who were sleeping additionally during day between two school systems were tested by means of Chi-squire tests. Results: There were no significant main effects of School system or interactions of School systems and Days for wake up time, duration of the main sleep, or duration of all sleeps during 24-hours. The adolescents from different school systems did not differ either in the number of subjects intentionally or unintentionally sleeping during day. The only significant effect of School system was observed for time of falling asleep, indicating that adolescents who always attend school in the morning on average go to sleep somewhat later (M=24.64 hours) than adolescents who attend school one week in the morning and the other in the afternoon (M=24.11 hours). Conclusion: This study found that different expectations of opportunities to fulfil sleep need, after sleep has been restricted on several days due to early school start, did not affect the amount of sleep restriction, additional daily sleep or the extension of sleep on weekend immediately following school days. These findings indicate that neither expectation of better opportunities for sleep in the near future nor non-existence of such opportunities play a significant role for sleep characteristics of 16 years old adolescents.

adolescents ; school time system ; sleep-wake diary

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