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The main objectives of the study include: 1. What are the differences in self-regulation and its neurophysiological and neuroanatomical correlates between college students with poor and excellent sleep functioning? 2. Does sleep functioning (assessed both by questionnaires and actigraphy), and self-control/self-regulation (questionnaire and imaging data) predict academic achievement and problem behaviors in college students?
Based on the Self-Control Theory, individual differences in characteristics such as impulsivity, risk-seeking, and self-regulation consistently predict health-compromising and problem behaviors as well as academic functioning and success in adolescents and young adults.[1] Although suboptimal self-regulation is normative in adolescence and young adulthood, [2] it might result in negative consequences for adolescents' and young adults' health and well-being, including substance use, school/college dropout, or troubles with law. A recent line of research suggested that self-regulation problems are associated with insufficient and poor sleep.[3] As adolescents and young adults frequently report poor sleep functioning,[4] their self-regulation abilities might be further compromised by unfavorable sleep functioning with consequences for youths' problem behaviors and academic success. To mitigate this problem, some efforts have followed to ensure that adolescents get enough quality sleep (e.g., delayed school start times). However, the associations between sleep functioning, self-regulation, academic functioning, and problem behaviors were established predominantly using questionnaire data. Neurophysiological correlates of these associations have not been extensively studied. In the proposed study, this gap in scholarship will be addressed by linking sleep functioning to self-regulation indicated by neuropsychological and neuroanatomical data, and predicting academic achievement and problem behaviors with sleep and self-regulation. This explorative, pilot study is a first step in efforts to understand the issue; it will be carried out with a college student sample (N = 48, 50% female) which will also have implications for future research focused on adolescents (middle and high school students). Pilot data will inform the development of a larger study that will include adolescents (middle and high school students) and will support grant applications. Results will have a potential for prevention /intervention programs and policy targeting youth, such as school start times setting. This study will be carried out as a collaboration between the Department of Family Sciences at the University of Kentucky and the Department of Human Development and Family Studies at the Texas Tech University. Data will be collected following the same procedures described in this application both at the University of Kentucky and Texas Tech campuses. Research team at the Texas Tech University has submitted their own Institutional Review Board (IRB) application that is now being reviewed.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Rested | Based on Pittsburgh Sleep Quality Index, participants scoring in the top 10-20% will be assigned to the rested group and will experience deception as part of the delayed gratification task |
| |
| Sleep-deprived | Based on Pittsburgh Sleep Quality Index, participants scoring in the bottom 10-20% will be assigned to the sleep-deprived group and will experience deception as part of the delayed gratification task |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Deception | Behavioral | Participants will be deceived during delayed gratification task. |
|
| Measure | Description | Time Frame |
|---|---|---|
| Rested versus sleep deprived group differences of Functional magnetic resonance imaging (fMRI) Blood oxygenation level dependent (BOLD) responses for Stop Signal Reaction Time Task (SSRT) Stop Signals | Rested versus sleep deprived group differences of functional magnetic resonance imaging reactivity of the whole brain while performing a Stop Signal Reaction Time Task | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences of fMRI BOLD responses for a Go-NoGo Continuous Performance Task (CPT) | Rested versus sleep deprived group differences of functional magnetic resonance imaging reactivity of the whole brain while performing a Go-NoGo Continuous Performance Task | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences of brain structural connectivity | Rested versus sleep deprived group differences of brain structural connectivity as measured by diffusion tensor imaging and analyzed using tract-based spatial statistics | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences of brain structure | Rested versus sleep deprived group differences of brain structure as determined by voxel based morphometry of structural magnetic resonance imaging data | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
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| Measure | Description | Time Frame |
|---|---|---|
| Rested versus sleep deprived group differences in sleep time preferences | Morningness-eveningness Questionnaire | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in hours of sleep |
Inclusion Criteria:
Healthy college-age youth between the ages of 18 and 24 years
Exclusion Criteria:
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The study sample will consist of 24 healthy college students (12 males and 12 females) between ages 18 - 24 years.
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| Name | Affiliation | Role |
|---|---|---|
| Alexander T Vazsonyi, Ph.D. | University of Kentucky | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Kentucky | Lexington | Kentucky | 40506 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Gottfredson MR, Hirschi T. A general theory of crime. Stanford: Stanford University Press; 1990. | ||
| 18999337 | Background | Steinberg L, Albert D, Cauffman E, Banich M, Graham S, Woolard J. Age differences in sensation seeking and impulsivity as indexed by behavior and self-report: evidence for a dual systems model. Dev Psychol. 2008 Nov;44(6):1764-78. doi: 10.1037/a0012955. | |
| 27940688 |
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| ID | Term |
|---|---|
| D000068356 | Self-Control |
| D000066553 | Problem Behavior |
| ID | Term |
|---|---|
| D012919 | Social Behavior |
| D001519 | Behavior |
| D001526 | Behavioral Symptoms |
| D002652 | Child Behavior |
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Sleep quantity |
| Up to 45 days following selection for inclusion based on prescreen, cross-sectional studyUp to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in low self-control | Low Self-Control Scale (LSC)
| Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in sensation seeking and impulsivity | Zuckerman Impulsivity and Sensation Seeking Scale
| Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in internalizing behaviors | Weinberger Adjustment Inventory | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in deviance/externalizing subscales | Normative Deviance Scale, Short Form
| Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in GPA/SAT/ACT Scores | Grade point average (GPA)/Scholastic Aptitude Test (SAT)/American College Test (ACT) Score | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Academic Dishonesty Scale | Rested versus sleep deprived group differences in school attitudes | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in academic concentration | Academic Concentration Measure | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in academic aspirations and expectations | Academic Expectations and Aspirations | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in school attitudes | School Attitudes Assessment Survey | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in Flanker Inhibitory Control and Attention Test, Dimensional Change Card Sort Test, List Sorting Working Memory Test | NIH toolbox Cognition Battery | Up to 45 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in Flanker Inhibitory Control and Attention Test, Dimensional Change Card Sort Test, Picture Sequence Memory Test, | NIH toolbox Cognition Battery | Up to 30 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in commission errors in Balloon Analogue Risk Task (BART), , omission errors | Balloon Analogue Risk Task (BART) | Up to 30 days following selection for inclusion based on prescreen, cross-sectional study |
| Rested versus sleep deprived group differences in commission errors in a Go-NoGo CPT, omission errors | Go/NoGo continuous performance task (CPT) | Up to 30 days following selection for inclusion based on prescreen, cross-sectional study |
| Background |
| Owens JA, Dearth-Wesley T, Lewin D, Gioia G, Whitaker RC. Self-Regulation and Sleep Duration, Sleepiness, and Chronotype in Adolescents. Pediatrics. 2016 Dec;138(6):e20161406. doi: 10.1542/peds.2016-1406. Epub 2016 Nov 3. |
| 29370154 | Background | Wheaton AG, Jones SE, Cooper AC, Croft JB. Short Sleep Duration Among Middle School and High School Students - United States, 2015. MMWR Morb Mortal Wkly Rep. 2018 Jan 26;67(3):85-90. doi: 10.15585/mmwr.mm6703a1. |