高年级小学生社会时差与心理行为的相关性

赵瑞兰; 朱桂因; 彭涛; 甄国新; 赵芳芳; 宋青青; 李莉; 马迎华

doi:10.16835/j.cnki.1000-9817.2025074

高年级小学生社会时差与心理行为的相关性

doi: 10.16835/j.cnki.1000-9817.2025074

1.
北京市顺义区疾病预防控制中心学校卫生科，101300
2.
北京大学公共卫生学院/北京大学儿童青少年卫生研究所

基金项目:

首都卫生发展科研专项项目 2024-2G-7107

详细信息

作者简介:
赵瑞兰(1980-)，女，北京市人，硕士，副主任医师，主要研究方向为儿童生长与健康促进

通讯作者:
李莉，E-mail：lily041090@126.com

马迎华，E-mail：yinghuama@bjmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 Q428
计量
- 文章访问数: 58
- HTML全文浏览量: 46
- PDF下载量: 7
- 被引次数: 0
出版历程
- 收稿日期: 2025-01-07
- 修回日期: 2025-01-25
- 网络出版日期: 2025-04-03
- 刊出日期: 2025-03-25

Correlation between social jetlag and psychological behavior in upper primary school students

1.
Department of School Health, Shunyi District Centre for Disease Control and Prevention, Beijing(101300), China

摘要

摘要: 目的探究高年级小学生社会时差与心理行为的关系，为促进小学生睡眠健康提供参考依据。方法 2024年4—6月在北京市某区方便选取9所公立小学共4 341名四至五年级小学生，使用自编问卷调查小学生睡眠情况，采用长处和困难问卷(SDQ)父母版调查小学生的心理行为情况，采用广义估计方程模型分析小学生不同社会时差水平与心理行为问题得分的关联。结果小学生社会时差 < 1.0，1.0~< 2.0，≥2.0 h者分别占57.6%，30.6%和11.8%。广义估计方程模型分析发现，调整协变量后，与社会时差 < 1.0 h的小学生相比，社会时差在1.0~< 2.0和≥2.0 h的小学生内化行为问题得分更高[β值(95%CI)分别为0.23(0.05~0.41)，0.28(0.02~0.54)]，社会时差≥2.0 h的小学生外化行为问题得分更高[β值(95%CI)=0.42(0.13~0.71)](P值均 < 0.01)。在男生、平均夜间睡眠时长≥9 h的小学生中，与社会时差 < 1.0 h者相比，社会时差1.0~< 2.0 h的小学生内化行为问题、外化行为问题得分更高[β值(95%CI)分别为0.32(0.07~0.56)，0.51(0.11~0.90)，0.26(0.06~0.46)，0.58(0.25~0.91)，P值均 < 0.05]。结论社会时差较大可能是高年级小学生发生内、外化行为问题的风险因素，缩小社会时差可能有助于减少小学生心理行为问题的发生。
- 昼夜节律 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To investigate the correlation between social jetlag and psychological behavior in upper primary school students, so as to provide reference for sleep health promotion in primary school students. Methods From April to June 2024, a survey was conducted among 4 341 fourth- and fifth-grade students from 9 public primary schools in a district in Beijing. Sleep patterns were assessed using a self-designed questionnaire, while psychological behavior was evaluated using the Strengths and Difficulties Questionnaire (SDQ)(parent version). A generalized estimating equation (GEE) model was used to examine the association between different levels of social jetlag and psychological behavior problem scores in primary school students. Results The proportions of students with social jetlag of < 1.0, 1.0- < 2.0, and ≥2.0 h were 57.6%, 30.6%, and 11.8%, respectively. The GEE model analysis found that after adjusting for covariates, compared with primary school students with social jetlag of < 1.0 h, those with 1.0- < 2.0 and ≥2.0 h had higher scores for internalizing behavior problems [β(95%CI) =0.23(0.05-0.41), 0.28(0.02-0.54), P < 0.01]. Primary school students with ≥2.0 h of social jetlag had higher scores for externalizing behavior problems [β(95%CI)=0.42 (0.13-0.71), P < 0.01]. Among boys and primary school students with an average nighttime sleep duration of ≥9 h, comparied with social jetlag of < 1.0 h, those with sucial jetlag 1.0- < 2.0 h had higher scores on internalizing and externalizing behavior problems[β(95%CI)=0.32(0.07-0.56), 0.51 (0.11-0.90), 0.26 (0.06-0.46), 0.58 (0.25-0.91), P < 0.05]. Conclusions Greater social jetlag may be a risk factor for internalizing and externalizing behavior problems in upper primary school students. Reducing social jetlag may help decrease the occurrence of psychological behavior problems in primary school students.
- Circadian rhythm /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

表 1 不同组别高年级小学生社会时差分布比较

Table 1. Comparison of the social jetlag status among upper primary school students in different groups

组别	选项	人数	< 1 h	1~1.9 h	≥2 h	χ²值	P值
性别	男	2 235	1 264(56.6)	696(31.1)	275(12.3)	2.29	0.32
	女	2 106	1 236(58.7)	633(30.1)	237(11.3)
年级	四	2 596	1 552(59.8)	759(29.2)	285(11.0)	13.05	< 0.01
	五	1 745	948(54.3)	570(32.7)	227(13.0)
父亲文化水平	高中及以下	725	359(49.5)	239(33.0)	127(17.5)	35.59	< 0.01
	大专及以上	3 616	2 141(59.2)	1 090(30.1)	385(10.6)
母亲文化水平	高中及以下	541	289(53.4)	172(31.8)	80(14.8)	6.84	0.03
	大专及以上	3 800	2 211(58.2)	1 157(30.4)	432(11.4)
慢性呼吸道疾病史	无	2 825	1 615(57.2)	868(30.7)	342(12.1)	0.95	0.62
	有	1 516	885(58.4)	461(30.4)	170(11.2)
自评学习负担	轻	1 138	727(63.9)	313(27.5)	98(8.6)	67.05	< 0.01
	一般	2 608	1 497(57.4)	813(31.2)	298(11.4)
	重	595	276(46.4)	203(34.1)	116(19.5)
平均夜间睡眠时长/h	≥9	3 264	1 846(56.6)	1 032(31.6)	386(11.8)	6.77	0.03
	< 9	1 077	654(60.7)	297(27.6)	126(11.7)
平均午睡时长/min	0	1 260	630(50.0)	427(33.9)	203(16.1)	69.40	< 0.01
	1~30	1 493	921(61.7)	430(28.8)	142(9.5)
	>30~60	1 191	725(60.9)	363(30.5)	103(8.6)
	>60	397	224(56.4)	109(27.5)	64(16.1)
平均每天视屏时长/h	< 0.5	2 136	1 409(66.0)	560(26.2)	167(7.8)	226.23	< 0.01
	0.5~1.0	751	407(54.2)	265(35.3)	79(10.5)
	>1.0~2.0	965	491(50.9)	343(35.5)	131(13.6)
	>2.0	489	193(39.5)	161(32.9)	135(27.6)
平均每天户外活动时长/h	< 1.0	464	227(48.9)	171(36.9)	66(14.2)	29.20	< 0.01
	1.0~< 2.0	1 505	840(55.8)	490(32.6)	175(11.6)
	2.0~< 3.0	1 411	870(61.7)	394(27.9)	147(10.4)
	≥3.0	961	563(58.6)	274(28.5)	124(12.9)
注： ()内数字为构成比/%。

下载: 导出CSV

表 2 不同社会时差高年级小学生心理行为得分比较[M(P₂₅, P₇₅)]

Table 2. Comparison of emotional and behavioral problem scores among upper primary school students in different social jetlag status[M(P₂₅, P₇₅)]

社会时差/h	人数	内化行为问题	外化行为问题	亲社会行为
< 1.0	2 500	3(2, 5)	5(3, 7)	8(6, 9)
1.0~< 2.0	1 329	4(2, 5)	5(3, 7)	8(6, 9)
≥2.0	512	4(2, 5)	5(3, 7)	8(6, 9)
H值		13.70	17.63	0.17
P值		< 0.01	< 0.01	0.92

下载: 导出CSV

表 3 高年级小学生社会时差与心理行为各项得分的关联分析[β值(95%CI)，n=4 341]

Table 3. Association between social jetlag status and emotional and behavioral problem scores among upper primary school students [β (95%CI), n=4 341]

亚组	1.0~< 2.0 h			≥2.0 h
亚组	内化行为问题	外化行为问题	亲社会行为	内化行为问题	外化行为问题	亲社会行为
性别
男	0.32(0.07~0.56)^*	0.20(-0.07~0.48)	0.07(-0.11~0.25)	0.31(-0.04~0.66)	0.51(0.11~0.90)^*	0.15(-0.11~0.41)
女	0.13(-0.13~0.39)	-0.02(-0.30~0.27)	-0.03(-0.22~0.15)	0.27(-0.11~0.65)	0.34(-0.08~0.76)	-0.02(-0.30~0.26)
平均夜间睡眠时长/h
≥9	0.26(0.06~0.46)^*	0.12(-0.11~0.34)	0.00(-0.14~0.15)	0.27(-0.03~0.56)	0.58(0.25~0.91)^**	0.02(-0.20~0.23)
< 9	0.11(-0.28~0.49)	-0.01(-0.42~0.41)	0.07(-0.20~0.35)	0.37(-0.18~0.92)	-0.05(-0.64~0.55)	0.18(-0.22~0.58)
总体	0.23(0.05~0.41)^*	0.10(-0.10~0.29)	0.02(-0.11~0.15)	0.28(0.02~0.54)^*	0.42(0.13~0.71)^**	0.07(-0.12~0.26)
注：社会时差以 < 1.0 h为参照；^* P < 0.05，^**P < 0.01。

下载: 导出CSV

参考文献(19)

[1]	MATRICCIANI L, PAQUET C, GALLAND B, et al. Children's sleep and health: a Meta-review[J]. Sleep Med Rev, 2019, 46: 136-150.
[2]	陈仪婷, 吕佳骏, 夏缘青, 等. 上海市3~12岁儿童睡眠状况[J]. 中国学校卫生, 2021, 42(6): 814-818. doi: 10.16835/j.cnki.1000-9817.2021.06.004 CHEN Y T, LV J J, XIA Y Q, et al. Sleep status of children aged 3-12 years in Shanghai[J]. Chin J Sch Health, 2021, 42(6): 814-818. (in Chinese) doi: 10.16835/j.cnki.1000-9817.2021.06.004
[3]	WITTMANN M, DINICH J, MERROW M, et al. Social jetlag: misalignment of biological and social time[J]. Chronobiolintern, 2006, 23(1/2): 497-509.
[4]	SUN W, LING J, ZHU X, et al. Associations of weekday-to-weekend sleep differences with academic performance and health-related outcomes in school-age children and youths[J]. Sleep Med Rev, 2019, 46: 27-53.
[5]	QU Y, LI T, XIE Y, et al. Association of chronotype, social jetlag, sleep duration and depressive symptoms in Chinese college students[J]. J Affect Disord, 2023, 320: 735-741.
[6]	DE ZWART B J, BEULENS J W J, ELDERS P, et al. Pilot data on the association between social jetlag and obesity-related characteristics in Dutch adolescents over one year[J]. Sleep Med, 2018, 47: 32-35.
[7]	HENA M, GARMY P. Social jetlag and its association with screen time and nighttime texting among adolescents in Sweden: a cross-sectional study[J]. Front Neurosci, 2020, 14: 122.
[8]	HIRSHKOWITZ M, WHITON K, ALBERT S M, et al. National sleep foundation's sleep time duration recommendations: methodology and results summary[J]. Sleep Health, 2015, 1(1): 40-43.
[9]	寇建华, 杜亚松, 夏黎明. 儿童长处和困难问卷(父母版)上海常模的信度和效度[J]. 上海精神医学, 2005, 17(1): 25-28. KOU J H, DU Y S, XIA L M. Reliability and validity of Children Strengths and Difficulties Questionnaire(parent version) in Shanghai norm[J]. Shanghai Arch Psychiatr, 2005, 17(1): 25-28. (in Chinese)
[10]	GOODMAN R. The Strengths and Difficulties Questionnaire: a research note[J]. J Child Psychol Psychiatry All Discipl, 1997, 38(5): 581-586.
[11]	刘书君, 黄颐, 邓先华, 等. 中文版长处和困难量表的初步因子分析[J]. 华西医学, 2006, 21(2): 295-296. LIU S J, HUANG Y, DENG X H, et al. The initial factors analysis of the Chinese version of the Strengths and Difficulties Questionaire[J]. West China Med J, 2006, 21(2): 295-296. (in Chinese)
[12]	TONETTI L, ANDREOSE A, BACARO V, et al. Different effects of social jetlag and weekend catch-up sleep on well-being of adolescents according to the actual sleep duration[J]. Int J Environ Res Public Health, 2022, 20(1): 574.
[13]	CHAO Y, WANG Y, YANG J, et al. Associations of social jetlag and emotional and behavioral problems among Chinese preschoolers[J]. Chronobiol Int, 2022, 39(8): 1110-1117.
[14]	ZHANG Y, FAN Y, MA Z, et al. Associations of social jetlag and insomnia symptoms with depressive symptoms among Chinese adolescents: a large population-based study[J]. Sleep Med, 2023, 104: 98-104.
[15]	LOGAN R W, MCCLUNG C A. Rhythms of life: circadian disruption and brain disorders across the lifespan[J]. Nat Rev Neurosci, 2019, 20(1): 49-65.
[16]	JAMBON M, MADIGAN S, PLAMONDON A, et al. Developmental trajectories of physical aggression and prosocial behavior in early childhood: family antecedents and psychological correlates[J]. Dev Psychol, 2019, 55(6): 1211-1225.
[17]	MATHEW G M, HALE L, CHANG A M. Sex moderates relationships among school night sleep duration, social jetlag, and depressive symptoms in adolescents[J]. J Biol Rhythms, 2019, 34(2): 205-217.
[18]	LONG Z, ZHAO A, CHEN Y, et al. The associations of chronotype and social jetlag with prosocial behavior problems among Chinese adolescents[J]. Chronobiol Int, 2022, 39(11): 1498-1507.
[19]	LEE H, KIM Y J, JEON Y H, et al. Association of weekend catch-up sleep ratio and subjective sleep quality with depressive symptoms and suicidal ideation among Korean adolescents[J]. Sci Rep, 2022, 12(1): 10235.