Sleep and mental wellbeing in young people : The role of electronic media use and school start times

Research on the sleep of young people (12-24 years) has examined determinants and consequences of poor sleep. Poor mental health and wellbeing is one consequence that has received sustained empirical focus. In recent years, the rapid uptake of electronic and social media use has been regarded as an important risk factor for poor sleep. Avenues for improving sleep have focused on targeting these behaviours, but also addressing systemic factors such as school start times. This dissertation explores the relationships between these variables, and focusses on understanding how sleep problems within this population can be improved. Chapter 1 introduces the topic and provides an overview of the literature. Chapter 2 discusses the theoretical underpinnings, by reviewing Bronfenbrenner’s bioecological theory of human development and the two-process model of sleep. Developmental changes occurring in sleep during adolescence are explored, and how electronic media use and school start times impact sleep during this time are discussed. Chapter 3 presents the research questions. Chapter 4 examines a 25-minute school-based intervention aimed at improving sleep of adolescents by addressing sleep hygiene behaviours of bedtime electronic media use. Though bedtime electronic media use decreased for those in the Intervention Group, it did not reflect in changes in sleep or wellbeing. Chapter 5 explores the temporal links between bedtime social media use, sleep and affective wellbeing in young adults, by using an experience sampling methodology. Bedtime media use did not predict sleep the same night or affective wellbeing the following day for healthy participants. Chapter 6 evaluates the impact of a policy-level decision of delaying school start times for all public schools in the Swiss city of Basel, on the sleep duration and mental wellbeing of adolescents. The 20-minute delay did not lead to long-term improvements in sleep or wellbeing. Chapter 7 presents the overall findings, implications and avenues for future research, as well as a critical evaluation of the studies

The influence of sleep on subjective well-being: An experience sampling study

Previous research has associated sleep with subjective well-being (SWB), but less is known about the underlying within-person processes. In the current study, we investigated how self-reported and actigraphy-measured sleep parameters (sleep onset latency, sleep duration, sleep satisfaction, social jetlag, and sleep efficiency) influence SWB (positive affect [PA], negative affect [NA], and life satisfaction [LS]) at the within- and between-person levels. Multilevel analyses of data from 109 university students who completed a 2-week experience sampling study revealed that higher within-person sleep satisfaction was a significant predictor of all three components of next day's SWB (ps < .005). Higher between-person sleep satisfaction was also related to higher levels of PA and LS (ps < .005), whereas shorter self-reported between-person sleep onset latency was associated with higher PA and LS, and lower NA (ps < .05). However, longer actigraphy-measured within-person sleep onset latency was associated with higher next day's LS (p = .028). When including within- and between-person sleep parameters into the same models predicting SWB, only within- and between-person sleep satisfaction remained a significant predictor of all components of SWB. Additionally, we found an effect of higher self-reported within-person sleep onset latency on PA and of shorter self-reported within-person sleep duration on LS (ps < .05). Our results indicate that the evaluative component of sleep-sleep satisfaction-is most consistently linked with SWB. Thus, sleep interventions that are successful in not only altering sleep patterns but also enhancing sleep satisfaction may stand a better chance at improving students' SWB. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Alimentação saudável na educação infantil : projeto de intervenção

Orientadora: Profª MSc. Shirley BollerMonografia (especialização) - Universidade Federal do Paraná, Curso de Especialização em Saúde para Professores do Ensino Fundamental e MédioInclui referênciasResumo : O presente trabalho é resultado do projeto de intervenção que visou orientar os alunos do pré I e pré II do Centro Municipal de Educação infantil acerca da alimentação saudável. O objetivo foi orientar os alunos do pré I e pré II do Centro Municipal de Educação infantil acerca da alimentação saudável através de atividades interdisciplinares, direcionadas e participativas. Dentre elas, revitalizar na escola a área verde produtiva para que as crianças pudessem plantar e acompanhar o desenvolvimento das hortaliças, leguminosas e plantas medicinais no meio ambiente, utilizando recursos sustentáveis. Construir cartaz coletivo e gráficos interativos onde os alunos possam reconhecer preferências, distinguir os alimentos saudáveis dos evitáveis e os que se deve consumir com moderação. Também foi utilizado material concreto, recursos lúdicos, vídeos, e histórias infantis, avental representando alguns alimentos saudáveis. O projeto foi realizado durante o período de 6 (seis) meses do segundo semestre do ano letivo de 2015, no CMEI Jardim Lindóia e toda ação foi embasada no respeito à faixa etária das crianças envolvidas. Os resultados obtidos foram registrados em mídias, cartazes, fotografias, gráficos entre outros. Foram organizadas ações dentro e fora da sala de aula, ações estas em comum acordo com a instituição escolar. Os participantes deste projeto foram os alunos, professores, funcionários, empresas e comunidade local. Ao final do projeto de intervenção constatou-se a evolução do projeto a cada ação em que os alunos apresentaram cada vez mais com maior nível de envolvimento, entusiasmo e de conscientização quanto a alimentação e a melhoria na saúde dos envolvidos

Effects of a 20 minutes delay in school start time on bed and wake up times, daytime tiredness, behavioral persistence, and positive attitude towards life in adolescents

Objectives Preliminary evidence suggests that delaying school start times is an effective tool for improving adolescent sleep duration. Our study assessed whether a policy driven 20-minute delay in school start times led to an increase in adolescents’ weekday bed and wake up times. Method Data collected via school satisfaction surveys concerned 663 students (45.2% females, Mean age: 14.91 years, SD = .58 years) in three lower-track secondary schools in Switzerland. Of all the students, 249 experienced a policy-driven 20-minutes school start time change (SSTc), from 7.40 am to 8.00 am between the 8th and 9th grade, while 414 students did not (Comparison Group/CG). Students filled out the survey twice, at the end of their 8th and 9th grades, respectively, and reported their weekday bed and wake up times, daytime tiredness, behavioural persistence, and positive attitude towards life. Results Generalized estimating equations models of bed and wake up times showed that there was a significant delay in both the bed and wake up times of the students in the SSTc group. Multilevel analyses revealed that students in the SSTc group did not significantly differ from CG students in daytime tiredness, behavioural persistence, and positive attitude towards life. Conclusions Findings suggest that not only wake up times but also bed times may shift later when school start times are delayed. The 20 minutes delay in school start times may have been too slight to have an impact on daytime tiredness, behavioral persistence and positive attitude towards life

The Influence of Sleep on Subjective Well-Being: An Experience Sampling Study

Previous research has associated sleep with subjective well-being (SWB), but less is known about the underlying within-person processes. In the current study, we investigated how self-reported and actigraphy-measured sleep parameters (sleep onset latency, sleep duration, sleep satisfaction, social jetlag, and sleep efficiency) influence SWB (positive and negative affect, life satisfaction) at the within- and between-person level. Multilevel analyses of data from 112 university students who completed a two-week experience sampling study revealed that higher within-person sleep satisfaction was a significant predictor of all three components of next day’s SWB (ps &lt; .005). Higher between-person sleep satisfaction was also related to higher levels of positive affect and life satisfaction (ps &lt; .005) whereas shorter self-reported between-person sleep onset latency was associated with higher positive affect and life satisfaction, and lower negative affect (ps &lt; .05). However, longer actigraphy-measured within-person sleep onset latency was associated with higher next day’s life satisfaction (p = .028). When including within- and between-person sleep parameters into the same models predicting SWB, only within-and between-person sleep satisfaction remained a significant predictor of all components of SWB. Additionally, we found an effect of higher self-reported within-person sleep onset latency on positive affect and of higher self-reported within-person sleep duration on life satisfaction (ps &lt; .05). Our results indicate that the evaluative component of sleep—sleep satisfaction—is most consistently linked with SWB. Thus, sleep interventions that are successful in not only altering sleep patterns but also enhancing sleep satisfaction may stand a better chance at improving students’ SWB

Bedtime social media use, sleep, and affective wellbeing in young adults: an experience sampling study.

Das-Friebel A, Lenneis A, Realo A, et al. Bedtime social media use, sleep, and affective wellbeing in young adults: an experience sampling study. Journal of child psychology and psychiatry, and allied disciplines. 2020.BACKGROUND: Findings from primarily cross-sectional studies have linked more extensive social media use to poorer sleep and affective wellbeing among adolescents and young adults. This study examined bedtime social media use, sleep, and affective wellbeing, using an experience sampling methodology with the aim of establishing a day-to-day temporal link between the variables. The study hypothesized a positive association between increased bedtime social media use and lower affective wellbeing the following day, mediated by poorer sleep.; METHODS: Using a smartphone application, 101 undergraduate students (Mage =19.70years, SD=1.09 years), completed daily questionnaires assessing the previous night's bedtime social media use and sleep duration and satisfaction (one measurement per day, questionnaire sent at 08:00), and momentary affective wellbeing (five measurements per day, at randomly varying times between 08:00 and 22:00 on weekdays and 10:00 and 22:00 on weekends), for 14 consecutive days. Objective assessments of total sleep time and sleep efficiency were obtained via wrist-worn actigraphs. By means of separate multilevel models, it was tested whether increased bedtime social media use predicted poorer sleep the same night, whether poorer sleep was predictive of positive and negative affect the following day, and whether sleep mediated the relationship between social media use and affective wellbeing.; RESULTS: Increased bedtime social media use was not associated with poorer sleep the same night. Apart from subjective sleep satisfaction, no other sleep variable (i.e., subjective sleep duration, objective total sleep time and objective sleep efficiency) predicted positive or negative affect the following day.; CONCLUSIONS: This study found that bedtime social media use is not detrimental to the sleep and affective wellbeing of healthy young adults. However, it is possible that bedtime social media use may be harmful to the sleep of vulnerable individuals. © 2020 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health

The Influence of Sleep on Subjective Well-Being : An Experience Sampling Study

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