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Analysis of Sleep Habits by Academic Achievement Levels in High School Students

  • 저자

    고선화

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육학과 교육심리전공

  • 지도교수

    문선모

  • 발행년도

    2014

  • 총페이지

    ⅳ, 52 p

  • 키워드

    수면습관 고등학생;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534238&outLink=K  

  • 초록

    The purpose of this study was to analyze high school students' sleep habits including sleep/wake patterns on schooldays, sleep/wake patterns on weekends, sleep pattern differences on schooldays and weekends, sleep-related problems, circadian preference (morningness and eveningness), and relationships between sleep habits and academic achievement. Participants were 401(229 boys and 172 girls, 2nd and 3rd graders) sampled from a high school in Geoje city. The questionnaire used in this study was revised version of School Sleep Habits Survey by Wolfson & Carskadon(1998). Sub­scales of the questionnaire were sleep habits, sleepiness, sleep­wake problem behavior, and morningness­eveningness. To analyze 2(levels of academic achievement: high·low) x 2(graders:2nd·3rd) x 2(genders:girls·boys), MANOVA was applied. And multiple regression analysis was applied to analyze the relationships between sleep habits and academic achievement. Main findings of the study were as follows: First, high achieving students showed shorter sleep onset latency on schooldays, earlier weekend wake time, shorter weekend total sleep duration, less sleep related problems, and less differences in sleep/wake patterns between schooldays and weekend. And there was no differences in preference on morningness­eveningness between highand low achievers. Second, third graders reported shorter sleep onset latency and earlier wake times on schooldays, and shorter bedtime delay on weekends. There were no significant differences in sleep/wake patterns between schooldays and weekend by 2nd and 3rd graders. Third, the girls showed earlier schooldays wake time, later weekend wake time, longer weekend total sleep duration, and longer sleep onset latency on weekend. They also reported more sleepiness, more sleep­wake behavior problems and more preference on eveningness. Fourth, eveningness was associated with later bedtime and later wake time, especially on weekends, shorter total sleep duration during the week, longer weekend time in bed, more sleepiness and more sleep­wake behavior problems. Finally, sleep­wake behavior problems, morningness­eveningness, differences in bedtimes between schooldays and weekend, and sleepiness affect academic achievement negatively. But differences in sleep onset latency between schooldays and weekend affect academic achievement positively.


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