Concurrent and Longitudinal Relations Between Children's Sleep and Cognitive Functioning: The Moderating Role of Parent Education

被引：115

作者：

Buckhalt, Joseph A. ^{[1
]}

El-Sheikh, Mona ^{[1
]}

Keller, Peggy S. ^{[1
]}

Kelly, Ryan J. ^{[1
]}

机构：

[1] Auburn Univ, Dept Special Educ, Sch Psychol, Haley Ctr 2084, Auburn, AL 36849 USA

来源：

CHILD DEVELOPMENT | 2009年 / 80卷 / 03期

关键词：

SCHOOL-AGE-CHILDREN; SOCIOECONOMIC-STATUS; BEHAVIORAL TREATMENT; RISK-FACTORS; DURATION; RACE; RESTRICTION; ADOLESCENTS; PERFORMANCE; POPULATION;

D O I：

10.1111/j.1467-8624.2009.01303.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children (N = 166; M = 8.72 years) participated at Time 1 and again 2 years later (N = 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock-Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children.

引用

页码：875 / 892

页数：18

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