Sleep Duration Moderates the Association Between Children's Temperament and Academic Achievement
Sponsor
Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number [R01 HD068522-01, 3R01HD068522-02S1].
Published In
Early Education & Development
Document Type
Citation
Publication Date
12-4-2018
Abstract
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.
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DOI
10.1080/10409289.2017.1404884
Persistent Identifier
https://archives.pdx.edu/ds/psu/27132
Citation Details
Berger, R. H., Diaz, A., Valiente, C., Eisenberg, N., Spinrad, T. L., Thompson, M. S., … Southworth, J. (2018). Sleep Duration Moderates the Association Between Children’s Temperament and Academic Achievement. Early Education & Development, 29(5), 624-640.
Description
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