The Impact of Reduced Sleep on School Related Outcomes for Typically Developing Children Aged 11-19: A Systematic Review

Autor/inn/en	Hayes, Ben; Bainton, Josie
Titel	The Impact of Reduced Sleep on School Related Outcomes for Typically Developing Children Aged 11-19: A Systematic Review
Quelle	In: School Psychology International, 41 (2020) 6, S.569-594 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayes, Ben) ORCID (Bainton, Josie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034320961130
Schlagwörter	Sleep; Academic Achievement; Cognitive Ability; Short Term Memory; Learning Processes; Attention; Correlation; Educational Research; Foreign Countries; Adolescents; Singapore; United States; Israel; Netherlands; Norway; Australia; China; Germany + Suchen Sie Ihr Suchwort? Schlaf; Schulleistung; Denkfähigkeit; Kurzzeitgedächtnis; Learning process; Lernprozess; Aufmerksamkeit; Korrelation; Bildungsforschung; Pädagogische Forschung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Singapur; USA; Niederlande; Norwegen; Australien; Deutschland
Abstract	This systematic literature review examines the relationship between restricted and reduced sleep and school performance, learning and cognitive functioning in typically developing adolescents. Correlational and experimental data were evaluated from 17 studies which included participants ranging from 11 to 19 years in studies from seven countries around the world. The review found that there is evidence that restricted and reduced sleep is negatively associated with school performance and cognitive outcomes, although the findings were mixed. Implications for psychologists working with schools are discussed. More research and evaluation is needed to establish how these factors relate to each other conclusively. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01