Classroom environment and perceived sleep disturbance in adolescents: Test of the mediating and moderating roles of perf
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Classroom environment and perceived sleep disturbance in adolescents: Test of the mediating and moderating roles of perfectionism Shan-Shan Xie 1 & Kun-Yu Lian 2 & Rong-Mao Lin 3
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract This study explored the relationship between classroom environment and perceived sleep disturbance in adolescents and tested the mediating and moderating roles of perfectionism in this relationship. A sample group of 2286 Chinese adolescents with a mean age of 15.0 years (SD = 1.7, ranging from 11 to 18) was recruited from 48 classes, via cluster sampling. These students completed the BMy Class^ questionnaire, Pittsburgh Sleep Quality Index (PSQI), and Almost Perfectionism Scale-Revised (APS-R). Their responses were analyzed by employing a structural equation model (SEM). The results show that the classroom environment was negatively associated with perceived sleep disturbance. Also, the relationship between classroom environment and perceived sleep quality was mediated by adaptive perfectionism. These conclusions suggest that a positive classroom environment and constructive perfectionism may be beneficial for adolescent sleep quality. Keywords Classroom environment . Perceived sleep disturbance . Perfectionism . Adolescents Classroom environment is one of the most important components of the social psychological environment of adolescent students; it is formulated by the in-class interactions of learners with their teachers in class (Pawlowska et al. 2014; Wang 2012). In the Chinese educational context, a class is an organizational element that is not easily changed; it consists of a group of students, head teacher, and some number of subjectspecific instructors. Students are in contact with their classmates and teachers for several years, as the class progresses Shan-Shan Xie and Kun-Yu Lian contributed equally to this work. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s12144-018-9872-0) contains supplementary material, which is available to authorized users. * Rong-Mao Lin [email protected] Shan-Shan Xie [email protected] Kun-Yu Lian [email protected] 1
Department of Humanities & Social Sciences, Minjiang Teachers College, Fuzhou, Fujian, China
2
Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China
3
Department of psychology, Fujian Normal University, Qishang Campus, Shangjie, Minhou, Fuzhou 350117, Fujian, China
(Jiang 2004; Wang 2012). The classroom environment is an important factor in students’ behavior and development, such as in terms of their learning behavior and its effectiveness (e.g., Karabenick 1994; McBride and Bonnette 1995; Pawlowska et al. 2014), personal traits (DiLalla and Mullineaux 2008), level of aggression (Barth et al. 2004; López et al. 2008; Onishi et al. 2012), peer relations (Barth et al. 2004; Lei et al. 2004) and symptoms of depression (Ren et al. 2011). Sleep disturbance is a widely spread psychological and physical problem in adolescents. It
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