ASSOCIATIONS BETWEEN SLEEP PROBLEMS AND PSYCHOLOGICAL AND ACADEMIC FUNCTIONING AMONG YOUTH IN SOUTH KOREA

Sleep problems are common among children and adolescents. Children and adolescents with and without and psychiatric diagnosis experience sleep problems. Furthermore, secondary to sleep problems they suffer from psychological sequelae and academic difficulties. Although sleep problems are universal, Asian youth tend to sleep less and have more sleep problems. In South Korea, children and adolescents experience high levels of emotional and behavioral difficulties including depression, suicidal ideation, and disruptive behaviors. The current study aimed to investigate how sleep problems among a non-clinical sample of South Korean youth were related to psychological functioning including emotional problems, aggressive behaviors, and academic performance. A sample of 196 South Korean children and adolescents and their parents completed the Sleep Disorder Inventory for Students (SDIS) and the Conners Comprehensive Behavior Rating Scale (CBRS). Academic grades were also obtained from the parents. The translated SDIS had good reliability, good concurrent validity, but poor replicated factor structure. Consistent with previous literature, results indicated that children with more symptoms of sleep difficulties as measured by scores on the New Total Sleep Disturbance Index (New SDI) and excessive daytime sleepiness (EDS) exhibited higher levels of emotional distress. Similarly, adolescents with higher scores on the New SDI, EDS, and delayed sleep phase syndrome (DSPS) presented with more emotional distress and aggressive behaviors as well as poorer academic functioning. Furthermore, the relationship between sleep problems and academic functioning was mediated by emotional distress, such that children and adolescents with more sleep problems exhibited poor psychological functioning, which in turn negatively influenced their academic functioning. These findings suggest the importance of recognizing sleep problems on youth’s psychological and academic functioning. It is important to provide interventions to reduce sleep problems, which in turn improve psychological and academic functioning. Despite significant findings, the factor structures of the translated SDIS were not replicated and there were limited variances within sleep problems and psychological and academic functioning in the sample. Thus, further research should use psychometrically stronger measures to examine the complex relationships among sleep problems, psychological functioning, and academic difficulties among youth with clinically significant sleep problems

The Influence of Father-Child Relationship on Adolescents\u27 Mental Health

There is a lack of studies focused on fathers despite of the growing attention on the importance of father\u27s role in children and adolescents\u27 mental health. The current study examined the influence of father-child relationship on marginalized adolescents\u27 internalizing problems and inattentive/hyperactive behaviors. Participants were 48 adolescents recruited through the Youth Voice community program, who completed self-report questionnaires. The results indicated that adolescents who had better relationships with their fathers had lower levels of internalizing problems and inattentive/hyperactive behaviors. Older adolescents had higher symptoms of internalizing problems than younger adolescents. However, age was not associated with internalizing problems and inattentive/hyperactive behaviors. In addition to the paternal relationship, the interparental relationship was a significant predictor of internalizing problems and inattentive/hyperactive behaviors in adolescents. The study had some limitations to be considered including a small and underrepresented sample size and insufficient data collection through questionnaires. Further studies should include more adolescents with diverse demographic backgrounds and various dimensions to measure father-child relationship

Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials

Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials