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首页> 外文期刊>Sleep medicine >External validity of children's self-reported sleep functioning: Associations with academic, social, and behavioral adjustment
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External validity of children's self-reported sleep functioning: Associations with academic, social, and behavioral adjustment

机译：儿童自我报告的睡眠功能的外部有效性：与学业，社会和行为调整的关联

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Objective: Several child-report measures of sleep functioning have been developed but very few studies have examined the external validity of child self-reported sleep in relation to daytime functioning. This study examined child-reported sleep in relation to teacher-rated psychopathology symptoms and also tested the hypothesis that child-reported sleep would be associated with poorer child- and teacher-reported functioning after controlling for demographics and psychopathology symptoms that are known to be associated with adjustment. Methods: Participants were 175 children (81 boys, 94 girls) in 1st-6th grades (ages 6-13) and their teachers. Children completed the Sleep Self-Report. Teachers completed a measure of attention-deficit/hyperactivity disorder (ADHD), oppositional/conduct, and anxiety/depression symptoms. Children and teachers completed multiple measures of academic, behavioral, and social/peer functioning. Results: Child-reported sleep was significantly associated with teacher-rated inattentive and internalizing symptoms, even after controlling for child demographics, hyperactivity-impulsivity, and conduct problems. Multilevel modeling analyses further indicated that, after controlling for child demographics and psychopathology symptoms, child-reported sleep problems were significantly associated with poorer child- and teacher-reported academic, behavioral, and social functioning (including increased reactive aggression, peer rejection, loneliness, and lower friendship satisfaction and self-worth). Conclusions: Findings provide initial support for the external validity of children's self-reported sleep functioning. Results of this study suggest that it may be clinically useful to screen for sleep problems by assessing for children's own perceptions of their sleep. Future studies should include both child- and parent-reported sleep functioning to further examine the utility of children's ratings of sleep functioning.
机译：目的：已经开发了几种儿童报告睡眠功能的措施，但很少有研究检验儿童自我报告睡眠与白天功能的外部有效性。这项研究检查了与儿童报告的睡眠有关的教师评定的心理病理症状，并检验了以下假设：控制了人口统计学和心理病理症状后，儿童报告的睡眠与较差的儿童和教师报告的功能有关经过调整。方法：参与者为175名1至6年级（6至13岁）的儿童（男81名，女孩94名）和他们的老师。孩子们完成了睡眠自我报告。教师完成了对注意缺陷/多动障碍（ADHD），对立/品行和焦虑/抑郁症状的测量。儿童和教师完成了多项学术，行为和社交/同伴功能的测量。结果：即使在控制了儿童的人口统计学特征，过度冲动和行为问题后，儿童报告的睡眠也与教师评定的注意力不集中和内在化症状显着相关。多层次建模分析进一步表明，在控制了儿童的人口统计学和心理病理学症状之后，儿童报告的睡眠问题与儿童和老师报告的较差的学业，行为和社交功能显着相关（包括反应性攻击性增加，同伴排斥，孤独感，并降低友谊满意度和自我价值）。结论：研究结果为儿童自我报告的睡眠功能的外部有效性提供了初步的支持。这项研究的结果表明，通过评估儿童对自己睡眠的看法来筛查睡眠问题可能在临床上有用。未来的研究应同时包括儿童和父母报告的睡眠功能，以进一步检验儿童对睡眠功能进行评级的效用。

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