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"cabecera" => "<span class="elsevierStyleTextfn">Original article</span>" "titulo" => "The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study" "tienePdf" => "en" "tieneTextoCompleto" => "en" "tieneResumen" => array:2 [ 0 => "en" 1 => "pt" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "410" "paginaFinal" => "418" ] ] "titulosAlternativos" => array:1 [ "pt" => array:1 [ "titulo" => "O efeito da qualidade do sono no desempenho acadêmico é mediado pelo tempo de uso da internet: estudo DADOS" ] ] "contieneResumen" => array:2 [ "en" => true "pt" => true ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2090 "Ancho" => 2556 "Tamanyo" => 320216 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Internet use mediation models of the relationship between sleep quality and academic performance indicators, controlling for sex and pubertal status. Core subjects indicates the mean of math and Spanish; GPA, grade point average; <span class="elsevierStyleItalic">β</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>indirect effect; [LLCI; ULCI], lower and upper levels for 95% confidence interval of the indirect effect between sleep quality and academic performance.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Mireia Adelantado-Renau, Ana Diez-Fernandez, Maria Reyes Beltran-Valls, Alberto Soriano-Maldonado, Diego Moliner-Urdiales" "autores" => array:5 [ 0 => array:2 [ "nombre" => "Mireia" "apellidos" => "Adelantado-Renau" ] 1 => array:2 [ "nombre" => "Ana" "apellidos" => "Diez-Fernandez" ] 2 => array:2 [ "nombre" => "Maria Reyes" "apellidos" => "Beltran-Valls" ] 3 => array:2 [ "nombre" => "Alberto" "apellidos" => "Soriano-Maldonado" ] 4 => array:2 [ "nombre" => "Diego" "apellidos" => "Moliner-Urdiales" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "pt" => array:9 [ "pii" => "S2255553618302039" "doi" => "10.1016/j.jpedp.2018.11.013" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "pt" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2255553618302039?idApp=UINPBA000049" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S0021755718300135?idApp=UINPBA000049" "url" => "/00217557/0000009500000004/v2_201908280659/S0021755718300135/v2_201908280659/en/main.assets" ] ] "en" => array:13 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Editorial</span>" "titulo" => "Is a lack of sleep harming adolescents’ academic prospects in the digital age?" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "379" "paginaFinal" => "381" ] ] "autores" => array:1 [ 0 => array:3 [ "autoresLista" => "Katarzyna Kostyrka-Allchorne" "autores" => array:1 [ 0 => array:3 [ "nombre" => "Katarzyna" "apellidos" => "Kostyrka-Allchorne" "email" => array:1 [ 0 => "kasia.kostyrka-allchorne@kcl.ac.uk" ] ] ] "afiliaciones" => array:1 [ 0 => array:2 [ "entidad" => "King's College London, Institute of Psychiatry, Psychology and Neuroscience, Department of Child & Adolescent Psychiatry, London, United Kingdom" "identificador" => "aff0005" ] ] ] ] "titulosAlternativos" => array:1 [ "pt" => array:1 [ "titulo" => "A falta de sono está prejudicando as perspectivas acadêmicas dos adolescentes na era digital?" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0005" class="elsevierStylePara elsevierViewall">Adolescence is a crucial developmental period for defining one's academic expectations. In many countries, teenagers must prepare for and take national exams. Those outcomes may have a long-lasting impact on the future career path and, ultimately, on the quality of adult life. Understanding the correlates of individual differences in adolescent academic performance may have important implications for behavioral interventions and educational policy; thus, it is an area ripe for research. One construct that has been consistently linked to school performance is executive function,<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">1</span></a> a set of high-order cognitive skills required for goal-directed behavior.<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">2</span></a> However, there is also evidence that certain lifestyle factors may contribute to academic outcomes in adolescence. In addition to dietary habits and physical activity,<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">3</span></a> sleep and Internet use have been proposed as two important predictors of adolescent academic performance.<a class="elsevierStyleCrossRefs" href="#bib0120"><span class="elsevierStyleSup">4,5</span></a> The study of Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> in this issue of <span class="elsevierStyleItalic">Jornal de Pediatria</span> provides an interesting contribution to this literature.</p><p id="par0010" class="elsevierStylePara elsevierViewall">Many previous studies provide evidence that both insufficient sleep duration and poor sleep quality are significantly associated with lower academic achievement in childhood and adolescence. However, the findings from a meta-analysis, which pooled the data from 33 correlational studies, showed that the associations between sleep variables and academic outcomes were modest (sleep quality, <span class="elsevierStyleItalic">r</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.096; and sleep duration, <span class="elsevierStyleItalic">r</span><span class="elsevierStyleHsp" style=""></span>=<span class="elsevierStyleHsp" style=""></span>0.069). Moreover, participants’ age and gender moderated these associations; larger effect sizes were found in studies where participants were younger and male.<a class="elsevierStyleCrossRef" href="#bib0120"><span class="elsevierStyleSup">4</span></a></p><p id="par0015" class="elsevierStylePara elsevierViewall">Further indirect support for the proposal that sleep may be crucial to academic achievement comes from experimental studies that measured the effects of sleep duration manipulation on adolescents’ subsequent cognitive performance. In most of this research, sleep was acutely restricted to substantially less time than the amount that is perceived as sufficient for this age group (i.e. 8<span class="elsevierStyleHsp" style=""></span>h).<a class="elsevierStyleCrossRef" href="#bib0135"><span class="elsevierStyleSup">7</span></a> Experimental sleep deprivation resulted in inattention<a class="elsevierStyleCrossRef" href="#bib0140"><span class="elsevierStyleSup">8</span></a> and poorer performance on cognitive function tests.<a class="elsevierStyleCrossRefs" href="#bib0145"><span class="elsevierStyleSup">9,10</span></a> Conversely, a gradual increase in sleep duration of chronically sleep-deprived adolescents resulted in improvements in cognitive performance.<a class="elsevierStyleCrossRef" href="#bib0155"><span class="elsevierStyleSup">11</span></a> Considering the robust associations between executive functions and academic achievement,<a class="elsevierStyleCrossRef" href="#bib0105"><span class="elsevierStyleSup">1</span></a> this experimental research corroborates the correlational findings regarding the positive associations between poor sleep and lower educational attainment.</p><p id="par0020" class="elsevierStylePara elsevierViewall">In the last decade, a separate line of research has been developed in response to a growing concern about the potentially harmful effects of digital media use, including the Internet, on academic outcomes in adolescence. Adolescents are avid Internet users. On average, in OECD (Organization for Economic Co-operation and Development) countries, almost 90% of 15-year-olds go online,<a class="elsevierStyleCrossRef" href="#bib0160"><span class="elsevierStyleSup">12</span></a> and considering that these data were collected over 3 years ago, this proportion is likely to be even higher now. While the Internet provides access to a wide range of resources that may support learning, research suggests that adolescents use it mainly for entertainment purposes, such as posting on social networks, watching online videos and playing digital games.<a class="elsevierStyleCrossRef" href="#bib0165"><span class="elsevierStyleSup">13</span></a> Although these activities amuse and occupy, they contain very little or no educational content. Importantly, the Internet provides a very convenient platform for virtual peer interactions, which may explain why spending time online is so appealing for socially conscious adolescents.</p><p id="par0025" class="elsevierStylePara elsevierViewall">Much of the past literature has focused on problematic Internet use; use that is compulsive or excessive.<a class="elsevierStyleCrossRef" href="#bib0170"><span class="elsevierStyleSup">14</span></a> The results of three large correlational studies showed that adolescent problematic Internet use was associated with lower educational achievement.<a class="elsevierStyleCrossRefs" href="#bib0175"><span class="elsevierStyleSup">15–17</span></a> However, research that examined typical use delivered more nuanced findings. One longitudinal study examined whether Internet use predicted changes in academic ability assessed with measures of reading, math and standardized school test scores: grade point average (GPA).<a class="elsevierStyleCrossRef" href="#bib0190"><span class="elsevierStyleSup">18</span></a> In this study, Internet use was positively related to reading skills and GPA but only for those adolescents who scored below average in the baseline reading assessment. Moreover, what adolescents use the Internet for matters. Kim<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">5</span></a> reported that using the Internet for educational purposes, for example, searching for information needed to complete homework, was associated with positive academic outcomes, while recreational use such as playing digital games or using social networks predicted lower grades.</p><p id="par0030" class="elsevierStylePara elsevierViewall">In this issue of <span class="elsevierStyleItalic">Jornal de Pediatria</span>, Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> bring these two separate lines of research together to investigate whether screen media use mediates the associations between sleep and adolescent cognitive and academic outcomes. In this study, adolescents reported on the amount of weekday and weekend media use (television, video games, Internet and mobile phone use), sleep quality and sleep duration and took part in the assessment of cognitive ability. Further sleep duration data were obtained using accelerometry, and academic performance was assessed with the grades obtained from the participants’ schools. Based on the results of the preliminary analyses, the authors singled out Internet use as the likely mediator of the associations between sleep quality and academic performance.</p><p id="par0035" class="elsevierStylePara elsevierViewall">The overall findings of these analyses were in line with the previous literature.<a class="elsevierStyleCrossRefs" href="#bib0120"><span class="elsevierStyleSup">4,5,8,10</span></a> On the one hand, sleep quality was positively associated with academic performance. On the other hand, the amount of Internet use was negatively related to both sleep quality and academic performance. Importantly, the amount of Internet use mediated the associations between sleep quality and academic performance. Based on these results, the authors concluded that Internet use could partially explain the negative associations between sleep quality and academic outcomes.</p><p id="par0040" class="elsevierStylePara elsevierViewall">Including Internet use as a mediator in the analyses is a real strength of this study, as it allowed the authors to consider the associations between sleep quality and academic outcomes in the contemporary context. However, focusing on the amount of exposure and treating Internet use as an undifferentiated activity limits how much these data can help us understand the causal mechanisms that produced the mediating effect. As previous research suggests, <span class="elsevierStyleItalic">what</span> the Internet is used for is differentially associated with academic outcomes depending on whether adolescents go online to seek information or entertainment.<a class="elsevierStyleCrossRef" href="#bib0125"><span class="elsevierStyleSup">5</span></a> It is also conceivable that <span class="elsevierStyleItalic">when</span> adolescents use the Internet is important. While using social networks to make the school bus journey go quicker might be inconsequential, the same online activity but at nighttime might have adverse effects on the quality of sleep. In fact, adolescents who used screen media before sleep reported shorter and disturbed sleep.<a class="elsevierStyleCrossRef" href="#bib0195"><span class="elsevierStyleSup">19</span></a> Thus, both the <span class="elsevierStyleItalic">purpose</span> (i.e. education, news, entertainment, social interactions) and the <span class="elsevierStyleItalic">time</span> of Internet activity should be considered to allow more detailed analyses aimed at defining causal mechanisms which are responsible for important outcomes, such as academic performance.</p><p id="par0045" class="elsevierStylePara elsevierViewall">The lack of understanding regarding these causal mechanisms makes it difficult to determine how to optimize Internet use to achieve the best academic outcomes. One of the potential mechanisms proposed by Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> is increased physiological and emotional arousal elicited by using social networks. For example, posting and viewing pictures on social media or taking part in a lively comment exchange online may result in excitement. Such increased arousal should not be negative per se; however, if it occurs at nighttime, it may result in poor quality of sleep. Relatedly, the Internet provides a platform for playing social games. These are visually attractive and have easy rules, which make them appealing to a wide audience of players. Although these games do not involve winning real money, concerns have been raised that the use of small but unpredictable rewards draws and captivates players in a way that is similar to gambling.<a class="elsevierStyleCrossRef" href="#bib0200"><span class="elsevierStyleSup">20</span></a> Adolescents playing such games may become excessively aroused or may find it difficult to stop. In consequence, this may lead to poor quality of sleep, especially if the game is played at nighttime. Finally, research suggests that social network use is associated with anxiety and depression.<a class="elsevierStyleCrossRef" href="#bib0195"><span class="elsevierStyleSup">19</span></a> Considering that sleep disturbances are a common feature of these disorders, it is conceivable that another variable not measured in this study, that is, the presence of an internalizing disorder, moderates the associations described by Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a></p><p id="par0050" class="elsevierStylePara elsevierViewall">There are several implications for further research based on the Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> study. To develop a clearer understanding of the role that Internet use might have in explaining the associations between sleep and academic outcomes, future studies should aim to elucidate more information about the ‘what’ and ‘when’ of adolescent Internet activity. Moreover, more research is needed to establish individual (e.g. personality, mental health, executive function) and socioeconomic (e.g. family context) variables that make adolescents more vulnerable to problematic Internet use. Why is that many adolescents can use the Internet to support their learning and maintain healthy and happy social relations, while for some Internet use has an adverse influence on both school and personal life? Clearly, it is not possible, and not even advisable, to eliminate the Internet from adolescents’ lives. Therefore, research should focus on identifying risks and opportunities associated with growing up in the digital age and the study of Adelantado-Renau et al.<a class="elsevierStyleCrossRef" href="#bib0130"><span class="elsevierStyleSup">6</span></a> is a step in the right direction.</p><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0005">Conflicts of interest</span><p id="par0055" class="elsevierStylePara elsevierViewall">The author declares no conflicts of interest.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:2 [ 0 => array:2 [ "identificador" => "sec0005" "titulo" => "Conflicts of interest" ] 1 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:2 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Kostyrka-Allchorne K. Is a lack of sleep harming adolescents’ academic prospects in the digital age? J Pediatr (Rio J). 2019;95:379–81.</p>" ] 1 => array:2 [ "etiqueta" => "☆☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0205">See paper by Adelantado-Renau et al. in pages 410–8.</p>" ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0015" "bibliografiaReferencia" => array:20 [ 0 => array:3 [ "identificador" => "bib0105" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "J.R. Best" 1 => "P. Miller" 2 => "J.A. 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Year/Month | Html | Total | |
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2024 November | 8 | 5 | 13 |
2024 October | 22 | 24 | 46 |
2024 September | 30 | 30 | 60 |
2024 August | 41 | 25 | 66 |
2024 July | 35 | 41 | 76 |
2024 June | 37 | 39 | 76 |
2024 May | 22 | 21 | 43 |
2024 April | 27 | 29 | 56 |
2024 March | 20 | 23 | 43 |
2024 February | 20 | 23 | 43 |
2024 January | 25 | 36 | 61 |
2023 December | 13 | 28 | 41 |
2023 November | 27 | 45 | 72 |
2023 October | 43 | 42 | 85 |
2023 September | 25 | 48 | 73 |
2023 August | 24 | 16 | 40 |
2023 July | 17 | 16 | 33 |
2023 June | 15 | 19 | 34 |
2023 May | 20 | 21 | 41 |
2023 April | 18 | 19 | 37 |
2023 March | 36 | 39 | 75 |
2023 February | 17 | 34 | 51 |
2023 January | 25 | 50 | 75 |
2022 December | 44 | 40 | 84 |
2022 November | 21 | 35 | 56 |
2022 October | 56 | 40 | 96 |
2022 September | 29 | 51 | 80 |
2022 August | 23 | 34 | 57 |
2022 July | 33 | 41 | 74 |
2022 June | 26 | 38 | 64 |
2022 May | 20 | 50 | 70 |
2022 April | 43 | 49 | 92 |
2022 March | 48 | 56 | 104 |
2022 February | 16 | 22 | 38 |
2022 January | 22 | 26 | 48 |
2021 December | 16 | 16 | 32 |
2021 November | 12 | 10 | 22 |
2021 October | 17 | 24 | 41 |
2021 September | 9 | 8 | 17 |
2021 August | 6 | 8 | 14 |
2021 July | 7 | 9 | 16 |
2021 June | 8 | 6 | 14 |
2021 May | 13 | 18 | 31 |
2021 April | 39 | 19 | 58 |
2021 March | 14 | 13 | 27 |
2021 February | 7 | 4 | 11 |
2021 January | 8 | 10 | 18 |
2020 December | 11 | 9 | 20 |
2020 November | 15 | 10 | 25 |
2020 October | 8 | 8 | 16 |
2020 September | 9 | 16 | 25 |
2020 August | 3 | 2 | 5 |
2020 July | 6 | 4 | 10 |
2020 June | 3 | 3 | 6 |
2020 May | 23 | 4 | 27 |
2020 April | 40 | 27 | 67 |
2020 March | 7 | 20 | 27 |
2020 February | 13 | 9 | 22 |
2020 January | 11 | 17 | 28 |
2019 December | 10 | 7 | 17 |
2019 November | 13 | 9 | 22 |
2019 October | 33 | 14 | 47 |
2019 September | 54 | 23 | 77 |
2019 August | 33 | 37 | 70 |
2019 July | 29 | 14 | 43 |
2019 June | 9 | 9 | 18 |
2019 May | 9 | 7 | 16 |
2019 April | 18 | 7 | 25 |
2019 March | 12 | 4 | 16 |
2019 February | 8 | 4 | 12 |
2019 January | 7 | 5 | 12 |
2018 December | 13 | 6 | 19 |
2018 November | 23 | 1 | 24 |
2018 October | 22 | 12 | 34 |
2018 September | 4 | 9 | 13 |
2018 August | 7 | 4 | 11 |