Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3·i1small
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q3 i1 At follow-up, children with frequent daytime sleepiness had greater odds of impaired attention (OR = 1.14, p = 0.030), learning motivation (OR = 1.11, p = 0.015), and academic achievement (OR = 1.18, p = 0.005). → Li Shenghui 2013
q3 i1 Baseline frequent daytime sleepiness predicted impaired academic achievement at follow-up (OR = 1.14, p = 0.030). → Li Shenghui 2013 (2)
Evidence¶
Li Shenghui 2013¶
Li Shenghui, Arguelles Lester, Jiang Fan, Chen Wenjuan, Jin Xingming, Yan Chonghuai, Tian Ying, Hong Xiumei, Qian Ceng, Zhang Jun, Wang Xiaobin, Shen Xiaoming. (2013). Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China. PLoS ONE. https://doi.org/10.1371/journal.pone.0067928
q3 · i1 · associational · r2
Five-year prospective cohort study (n = 612, followed from age 6.80±0.31 to 10.80±0.30 years) using generalized linear models controlling for gender, age, BMI, family income, family structure, and parents' education. Frequent sleepiness yielded small odds ratios (OR = 1.14 for attention, OR = 1.11 for motivation, OR = 1.18 for achievement), i.e. "the odds of impaired attention, learning motivation, and academic achievement" were greater.
"At follow-up, the odds of impaired attention, learning motivation, and academic achievement in children with frequent daytime sleepiness was estimated to be 1.14 (p = 0.030), 1.11 (p = 0.015), and 1.18 (p = 0.005) times greater than in children who didn't have or rarely had daytime sleepiness."
Li Shenghui 2013 (2)¶
Li Shenghui, Arguelles Lester, Jiang Fan, Chen Wenjuan, Jin Xingming, Yan Chonghuai, Tian Ying, Hong Xiumei, Qian Ceng, Zhang Jun, Wang Xiaobin, Shen Xiaoming. (2013). Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China. PLoS ONE. https://doi.org/10.1371/journal.pone.0067928
q3 · i1 · associational · r2
Same prospective cohort, baseline sleepiness predicting follow-up school performance after adjustment for demographic and socioeconomic covariates. Baseline frequent sleepiness predicted "impaired academic achievement" with a small printed effect size (OR = 1.14, p = 0.030); no significant baseline associations for the other subscales.
"the odds of impaired academic achievement in children with frequent daytime sleepiness was estimated to be 1.14 (p = 0.030) times greater than in children who didn't have or rarely had daytime sleepiness"
Discussion¶
Learner Variables¶
- Sleep — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Daytime sleepiness is highly prevalent among Chinese school-aged children, affecting 64.44% (sometimes 37.50%, frequently 26.94%) — related
- Delaying school start time by 30 or 60 minutes increased children's sleep duration and reduced daytime sleepiness over two years — related
- Short sleep duration (<9 hours) at follow-up is associated with impaired academic achievement, while baseline sleep duration did not significantly predict later school performance — related
- In the intervention trial, short sleep prevalence fell sharply in delayed-start schools (intervention 2: 40.47% to 11.87%) while sufficient-sleep prevalence remained low overall — related
- Sleepy behaviors (eyes closed, head down) showed medium-sized but non-significant effects of sleep restriction — related
- Persistent sleep problems (DIMS at both ages 7–9 and 11–13) increase the risk of poor academic performance even after adjusting for mental health, gender, pubertal status and SES — related
- Sleep problems are common in school-aged children, with prevalence estimates ranging widely depending on assessment mode and definition
- The association between sleep duration and school performance is nonlinear (p = 0.04) in generalized additive models — related
- Sleep deprivation is associated with reduced psychomotor vigilance, impaired reaction time, and greater perceived workload and stress in astronauts — related
- Only 22.34% of Chinese school-aged children get sufficient sleep (≥10 hours), while 37.96% have short sleep duration (<9 hours) — related
- Experimental sleep restriction causally extends adolescent sleep-loss effects beyond sleepiness to attention and learning — a narrower finding that bears on this claim
- Short sleep duration at age 3 was not associated with quality of life at about age 13 — related
- Thirty to forty-eight hours of sleep loss produced no greater efficiency loss than the gain due to practice, despite reported feelings of fatigue — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
frequent-daytime-sleepiness-impaired-school-performance |
title |
Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children |
description |
Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — li-shenghui-2013, li-shenghui-2013-2 |
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