Sleep patterns and sleep problems in a sample of Spanish schoolchildren
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ORIGINAL ARTICLE
Sleep patterns and sleep problems in a sample of Spanish schoolchildren Coral E. Torrijos‑Niño1 · María Jesús Pardo‑Guijarro1,2 · Vicente Martínez‑Vizcaíno1,3 · Montserrat Solera‑Martínez1 · Lidia Lucas‑de la Cruz1 · Mairena Sánchez‑López1,4 Received: 2 January 2020 / Accepted: 28 June 2020 © Japanese Society of Sleep Research 2020
Abstract Sleep in children is essential for growth, emotional health and cognitive function. Although it has been described that poor sleep can seriously affect learning capacity, this relationship remains unclear. The purposes were to: (1) describe sleep patterns and sleep problems in schoolchildren; and (2) analyze the relationship between sleep quality and quantity and academic achievement. This study included 330 children aged 8–11 years and who had complete sleep data from 20 primary schools in 20 towns from the Cuenca province, Spain. The Spanish version of the Children’s Sleep Habits Questionnaire was used, and parents’ educational level, and academic achievement (final grades) were measured. Analysis of covariance models was used to assess differences in academic achievement by sleep problems and sleep duration categories, controlling for age and parents’ educational level. This study found that 6.1% of the children who participated in our study slept 41 has been suggested as the most sensitive clinical cut-off to identify sleep problems in children [22]. In the case of the CSHQSP, the total score mean + 1 standard deviation (SD) has been used as a criterion to categorize children as “bad sleepers” [23]; therefore, in our study it is above 48.9 points. A specific sleep problem is defined when at least 20% of the sample reports has responses of “usually” and “sometimes”; whereas, a rare sleep problem is defined when less than 5% of the sample report has responses of “usually” and “sometimes” [9]. Information on habitual bedtime, morning wake-up time, getting out of bed and sleep duration (only night time sleep) was also collected to assess sleep patterns. Academic achievement Academic achievement data were provided by schools and it was estimated from the participants’ final grades (range from 0 to 10 score) in the previous year (June 2010, 3rd and 4th grades). We obtained the marks in Mathematics, Language and Literature, Natural, Social and Cultural Sciences, and Foreign Language (in our case, English) individually and, in addition, we also averaged the grades for all subjects to calculate an academic achievement total score.
education); as “university education” if they had obtained a university degree.
Data analysis Means and standard deviations were calculated to describe participants’ sleep patterns and the eight CSHQ subscales. Total sleep problems score was also calculated as median and interquartile range. Descriptive statistics included frequencies in each item of the sleep problem scale, by sex and age groups (8–9 age group and 10–11 age group). Chi squared tests were used to analyze the differences by sex and age groups in sleep problems. Analys
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