Children in the earlier, longer, consistent sleep health class showed greater emotion regulation and assertiveness than peers in the later, shorter, inconsistent class after covariate adjustment¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After controlling for covariates, children in the earlier, longer, consistent class had higher ERC emotion regulation scores (β=3.23, p<0.1) and higher T-CRS assertiveness scores (β=1.97, p<0.1) than peers in the later, shorter, inconsistent class. → Turnbull Khara L. P. PhD; Mateus Deiby Mayaris Cubides; LoCasale-Crouch Jennifer PhD; Lewin Daniel S. Ph.D. 2022

Evidence¶

Turnbull Khara L. P. PhD; Mateus Deiby Mayaris Cubides; LoCasale-Crouch Jennifer PhD; Lewin Daniel S. Ph.D. 2022¶

Turnbull Khara L. P. PhD; Mateus Deiby Mayaris Cubides; LoCasale-Crouch Jennifer PhD; Lewin Daniel S. Ph.D., D.ABSM; CBSM; Williford Amanda P. PhD. (2022). Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially/Ethnically Diverse, Low-Income Backgrounds: A Secondary Data Analysis. The Journal of Pediatrics. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10621568/

q2 · i? · associational · r2

Linear regression with covariates (Table 3, column 2) on teacher-rated social-emotional-behavioral competencies in the secondary analysis of 351 pre-kindergarteners. The article reports "higher ERC: emotion regulation scores, indicating greater emotion regulation (β=3.23, p<0.1), and higher T-CRS: assertiveness scores (β=1.97, p<0.1)" for the earlier, longer, consistent class.

"children classified in the earlier, longer, consistent sleep health class had higher ERC: emotion regulation scores, indicating greater emotion regulation (β=3.23, p<0.1), and higher T-CRS: assertiveness scores (β=1.97, p<0.1) than their peers classified in the later, shorter, inconsistent sleep health class."

Discussion¶

Related Claims¶

• No statistically significant mean differences by sleep health class on literacy, mathematics, or executive functioning after covariate adjustment — related
• Children in the earlier, longer, consistent sleep health class showed stronger approaches to learning (PLBS total and T-CRS task orientation) than peers in the later, shorter, inconsistent class — related
• The later, shorter, inconsistent sleep health class shows later bedtimes, shorter sleep duration, less consistent routines, and higher pre-bedtime caffeine consumption than the earlier, longer, consistent class — related
• Sleep restriction impairs emotional self-regulation in toddlers, with randomized-trial evidence of moderate-to-large effects — a broader claim this one bears on
• Children in the earlier, longer, consistent sleep health class scored higher on expressive vocabulary than peers in the later, shorter, inconsistent class after covariate adjustment — related
• Two parent-reported sleep health patterns characterize low-income pre-kindergarteners: an earlier, longer, consistent class (87%) and a later, shorter, inconsistent class (13%) — related