睡眠时间参数对儿童青少年内化问题的影响：学段和消极情绪性的调节作用

doi:10.3724/SP.J.1041.2025.1349

摘要/Abstract

摘要： 睡眠不足和节律紊乱是儿童青少年普遍存在的睡眠问题, 也是导致内化问题产生的重要风险因素。本研究以3197名四到九年级学生(49.7%女生)为研究对象, 采用睡眠日志法考察了夜间睡眠时长、睡眠中点和周末补偿睡眠三个睡眠时间参数与儿童青少年内化问题的关系, 同时检验学段和消极情绪性的调节作用。结果发现, 夜间睡眠时长与初中生和高消极情绪性小学生的内化问题呈U型关系, 最佳睡眠时长的逆转阈限分别是9.09小时和10.39小时; 睡眠中点越晚高消极情绪性初中生内化问题越多; 周末补偿睡眠与低消极情绪性初中生内化问题呈U型关系, 最佳周末补偿睡眠的逆转阈限为1.10小时, 与高消极情绪性初中生的内化问题呈线性关系。本研究结果为儿童青少年科学的睡眠安排提供科学依据, 也提示儿童青少年的作息安排应考虑其发展阶段和气质特征。

关键词: 夜间睡眠时长, 睡眠中点, 周末补偿睡眠, 内化问题, 学段, 消极情绪性

Abstract:

Sleep is essential for children’s and adolescents’ physiological, cognitive, and emotional development. However, sleep issues — including sleep deficiency, rhythm disturbance, and sleep irregularity — have become increasingly prevalent public health concerns. Although existing research has demonstrated the detrimental impact of sleep issues on internalizing problems among children and adolescents, several gaps remain in the literature. Specifically, most studies examining the relationship between sleep duration and internalizing problems have focused on linear associations, providing limited insight into non-linear relationships or optimal sleep duration thresholds among children and adolescents. Moreover, findings regarding the effects of sleep rhythm and sleep regularity on internalizing problems have been inconsistent. Furthermore, drawing on the differential susceptibility theory, which posits that individuals vary in their sensitivity to environmental experiences based on personal characteristics, it remained unknown whether these association are influenced by factors such as grade level and negative emotionality. To address these gaps, this study employed daily diary investigation to examine the associations between sleep duration, sleep rhythm (measured as sleep midpoints) and sleep regularity (measured as weekend catch-up sleep) and internalizing problems among children and adolescents, and whether these associations were moderated by grade level and negative emotionality.

Participants comprised 3, 197 primary and middle school students from Grade 4 to 9 (mean age 12.33 ± 1.72 years, 49.0% girls). Each participant first completed a daily sleep diary for seven consecutive days to report their sleep-wake patterns, including bedtime and wake time. Nocturnal sleep duration was calculated as the total hours between sleep-onset and wake-up time, and the sleep midpoint was defined as the halfway point between these two times. Weekend catch-up sleep was computed as the difference between weekday and weekend sleep duration. Following the diary investigation, participants self-reported their internalizing problems using the Youth Self-Report (YSR) and negative emotionality using the Early Adolescent Temperament Questionnaire- Revised (EATQ-R). Parents completed a brief survey to provide demographics information. Hierarchical regression analysis was conducted to examine effects of nocturnal sleep duration, sleep midpoint and weekend catch-up sleep on internalizing problems, as well as the moderating roles of grade and negative emotionality.

The present study revealed three key findings after controlling for demographics information. First, a U-shaped relationship was observed between nocturnal sleep duration and internalizing problems among primary school students with high levels of negative emotionality and among middle school students. The optimal sleep duration threshold is 10.39 hours for primary school students with highly negative emotionality and 9.09 hours for middle school students. Second, a later midpoint of sleep was significantly associated with greater internalizing problems among middle school students with high levels of negative emotionality. Third, a U-shaped relationship was also found between weekend catch-up sleep and internalizing problems among middle school students with low levels of negative emotionality, with the optimal threshold of weekend catch-up sleep is 1.10 hours. In contrast, a positive linear relationship was observed for middle school students with high levels of negative emotionality, indicating that longer weekend catch-up sleep was associated with greater internalizing problems.

In summary, the present study highlights the psychological risks associated with suboptimal sleep duration, delayed sleep midpoint, and extended weekend catch-up sleep, particularly in relation to internalizing problems among children and adolescents. These findings not only provide further empirical support for differential susceptibility theory, but also offer practical guidance for developing evidence-based sleep schedules to reduce the detrimental impact of sleep disturbances on the mental health of children and adolescents.

Key words: nocturnal sleep duration, sleep midpoint, weekend catch-up sleep, internalizing problem, grade, negative emotionality

中图分类号:

B844

邢淑芬, 贾琳琳, 俞美硕, 王坤, 高鑫. (2025). 睡眠时间参数对儿童青少年内化问题的影响：学段和消极情绪性的调节作用. 心理学报, 57(8), 1349-1362.

XING Shufen, JIA Linlin, YU Meishuo, WANG Kun, GAO Xin. (2025). Relationships of sleep parameters to internalizing problems in children and adolescents: The moderating roles of grade and negative emotionality. Acta Psychologica Sinica, 57(8), 1349-1362.

图/表 6

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研究变量	总体(N = 3197)			小学生(N = 1812)			初中生(N = 1385)
研究变量	M	SD	Range	M	SD	Range	M	SD	Range
睡眠时长	8.84	0.84	[5.49, 12.19]	9.24	0.66	[5.68, 12.19]	8.33	0.76	[5.49, 11.98]
睡眠中点	2.58	0.43	[0.84, 4.31]	2.54	0.39	[1.00, 4.20]	2.63	0.47	[0.84, 4.31]
周末补偿睡眠	0.93	1.18	[−3.85, 5.71]	0.72	1.03	[−3.12, 5.71]	1.21	1.30	[−3.85, 5.71]
消极情绪性	2.82	0.90	[1.00, 5.00]	2.71	0.89	[1.00, 5.00]	2.96	0.91	[1.00, 5.00]
内化问题	0.37	0.35	[0.00, 1.79]	0.35	0.33	[0.00, 1.79]	0.40	0.38	[0.00, 1.79]

研究变量	总体(N = 3197)			小学生(N = 1812)			初中生(N = 1385)
研究变量	M	SD	Range	M	SD	Range	M	SD	Range
睡眠时长	8.84	0.84	[5.49, 12.19]	9.24	0.66	[5.68, 12.19]	8.33	0.76	[5.49, 11.98]
睡眠中点	2.58	0.43	[0.84, 4.31]	2.54	0.39	[1.00, 4.20]	2.63	0.47	[0.84, 4.31]
周末补偿睡眠	0.93	1.18	[−3.85, 5.71]	0.72	1.03	[−3.12, 5.71]	1.21	1.30	[−3.85, 5.71]
消极情绪性	2.82	0.90	[1.00, 5.00]	2.71	0.89	[1.00, 5.00]	2.96	0.91	[1.00, 5.00]
内化问题	0.37	0.35	[0.00, 1.79]	0.35	0.33	[0.00, 1.79]	0.40	0.38	[0.00, 1.79]

变量	1	2	3	4	5	6	7	8	9
1 性别	1	0.03	0.02	0.03	−0.03	0.04	0.05^*	0.08^**	0.17^***
2 母亲受教育程度	0.05^*	1	0.63^***	0.01	0.04	−0.06	−0.04	−0.01	−0.07^**
3 父亲受教育程度	−0.001	0.62^***	1	0.02	0.03	−0.05	−0.03	−0.02	−0.09^**
4 午休时长	0.01	−0.03	−0.03	1	−0.02	−0.04	−0.04	−0.01	0.01
5 夜间睡眠时长	−0.01	0.05^*	0.01	−0.01	1	−0.39^***	0.26^***	−0.14^***	−0.17^***
6 睡眠中点	0.03	0.03	0.04	0.02	−0.38^***	1	0.48^***	0.16^***	0.22^***
7 周末补偿睡眠	0.09^***	0.01	0.01	0.05^*	0.26^***	0.31^***	1	0.06^*	0.11^***
8 消极情绪性	0.06^**	−0.01	0.01	0.01	−0.09^***	0.11^***	−0.01	1	0.44^***
9 内化问题	0.05^*	−0.04	−0.06^*	−0.01	−0.13^***	0.07^**	−0.02	0.47^***	1

变量	1	2	3	4	5	6	7	8	9
1 性别	1	0.03	0.02	0.03	−0.03	0.04	0.05^*	0.08^**	0.17^***
2 母亲受教育程度	0.05^*	1	0.63^***	0.01	0.04	−0.06	−0.04	−0.01	−0.07^**
3 父亲受教育程度	−0.001	0.62^***	1	0.02	0.03	−0.05	−0.03	−0.02	−0.09^**
4 午休时长	0.01	−0.03	−0.03	1	−0.02	−0.04	−0.04	−0.01	0.01
5 夜间睡眠时长	−0.01	0.05^*	0.01	−0.01	1	−0.39^***	0.26^***	−0.14^***	−0.17^***
6 睡眠中点	0.03	0.03	0.04	0.02	−0.38^***	1	0.48^***	0.16^***	0.22^***
7 周末补偿睡眠	0.09^***	0.01	0.01	0.05^*	0.26^***	0.31^***	1	0.06^*	0.11^***
8 消极情绪性	0.06^**	−0.01	0.01	0.01	−0.09^***	0.11^***	−0.01	1	0.44^***
9 内化问题	0.05^*	−0.04	−0.06^*	−0.01	−0.13^***	0.07^**	−0.02	0.47^***	1

预测变量	小学				初中
预测变量	B	SE	t	ΔR²	B	SE	t	ΔR²
第一层
性别	0.03	0.02	1.84	0.01^*	0.14^***	0.02	6.49	0.04^***
母亲受教育程度	—	—	—		−0.02	0.01	−1.21
父亲受教育程度	−0.02^*	0.01	−2.08		−0.02	0.01	−1.64
第二层
睡眠时长	−0.05^***	0.01	−4.24	0.23^***	−0.01	0.02	−0.86	0.22^***
睡眠时长²	0.01^*	0.01	2.13		0.02^***	0.01	3.47
睡眠中点	−0.01	0.01	−0.93		0.03^*	0.01	2.22
周末补眠	0.01	0.01	0.51		0.02	0.01	1.41
周末补眠²	0.01	0.01	1.23		0.01	0.01	0.90
消极情绪性	0.15^***	0.01	20.32		0.15^***	0.01	16.34
第三层
睡眠时长×消极情绪性	−0.03^***	0.01	−3.11	0.01^*	−0.02	0.02	−1.21	0.01^***
睡眠时长²×消极情绪性	0.01^*	0.01	1.99		−0.01	0.01	−0.89
睡眠中点×消极情绪性	−0.02	0.01	−1.83		0.03^*	0.01	2.25
周末补眠×消极情绪性	−0.01	0.01	−0.74		0.02	0.01	1.70
周末补眠²×消极情绪性	0.002	0.01	0.35		−0.01^*	0.01	−2.57