Long-term Academic and Psychosocial Impact of Child's Sleep: Parental Influences
1 other identifier
observational
104
1 country
1
Brief Summary
The proposed longitudinal project aims to understand parental influences on children's sleep and will investigate the effect of sleep-related parental factors - (1) parents' value of their children's sleep relative to other activities, (2) parental involvement in setting children's sleep habits and enforcing good sleep hygiene, and (3) parent's own sleep habits - on school-age children's sleep, mental health, socio-emotional resilience, and academic/cognitive performance. It will also investigate the impact of social economic status on these sleep -related parental factors.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P50-P75 for all trials
Started Jan 2021
Longer than P75 for all trials
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
Study Start
First participant enrolled
January 8, 2021
CompletedFirst Submitted
Initial submission to the registry
August 30, 2021
CompletedFirst Posted
Study publicly available on registry
September 20, 2021
CompletedPrimary Completion
Last participant's last visit for primary outcome
December 31, 2026
ExpectedStudy Completion
Last participant's last visit for all outcomes
December 31, 2027
April 13, 2026
April 1, 2026
6 years
August 30, 2021
April 8, 2026
Conditions
Outcome Measures
Primary Outcomes (122)
Number of minutes of sleep allowed to be traded for studying on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
At year 1
Number of minutes of sleep allowed to be traded for studying on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
At year 2
Number of minutes of sleep allowed to be traded for studying on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
At year 1
Number of minutes of sleep allowed to be traded for studying on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
At year 2
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
At year 1
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
At year 2
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
At year 1
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
At year 2
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
At year 1
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
At year 2
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
At year 1
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
At year 2
Number of minutes of sleep allowed to be traded for social media on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
At year 1
Number of minutes of sleep allowed to be traded for social media on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
At year 2
Number of minutes of sleep allowed to be traded for social media on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
At year 1
Number of minutes of sleep allowed to be traded for social media on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
At year 2
Number of minutes of sleep allowed to be traded for gaming on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
At year 1
Number of minutes of sleep allowed to be traded for gaming on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
At year 2
Number of minutes of sleep allowed to be traded for gaming on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
At year 1
Number of minutes of sleep allowed to be traded for gaming on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
At year 2
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
At year 1
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
At year 2
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
At year 1
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
At year 2
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
At year 1
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
At year 2
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
At year 1
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
At year 2
Parent-set bedtime on weekdays
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
At year 1
Parent-set bedtime on weekdays
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
At year 2
Parent-set bedtime on weekends
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
At year 1
Parent-set bedtime on weekends
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
At year 2
Parent-set wake time on weekdays
Parents will indicate whether they allow their children to decide their own wake times on weekdays
At year 1
Parent-set wake time on weekdays
Parents will indicate whether they allow their children to decide their own wake times on weekdays
At year 2
Parent-set wake time on weekends
Parents will indicate whether they allow their children to decide their own wake times on weekends
At year 1
Parent-set wake time on weekends
Parents will indicate whether they allow their children to decide their own wake times on weekends
At year 2
Child's usage of electronic device 1 hour before bedtime
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
At year 1
Child's usage of electronic device 1 hour before bedtime
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
At year 2
Noise during child's sleep time
Questions include: Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
At year 1
Noise during child's sleep time
Questions include: Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
At year 2
Temperature in the bedroom during child's sleep time
Questions include: Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
At year 1
Temperature in the bedroom during child's sleep time
Questions include: Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
At year 2
Darkness of the bedroom during child's sleep time
Questions include: How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
At year 1
Darkness of the bedroom during child's sleep time
Questions include: How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
At year 2
Child's daily caffeine consumption
Parents will indicate the average amount of caffeine their child typically consumes each day.
At year 1
Child's daily caffeine consumption
Parents will indicate the average amount of caffeine their child typically consumes each day.
At year 2
Parents' work schedule assessed by what time parent's leave for work
Parents will report the time they usually leave the house for work.
At year 1
Parents' work schedule assessed by what time parent's leave for work
Parents will report the time they usually leave the house for work.
At year 2
Parents' work schedule assessed by what time parent's reach home
Parents will report the time they usually reach home after work.
At year 1
Parents' work schedule assessed by what time parent's reach home
Parents will report the time they usually reach home after work.
At year 2
Parents' bedtime on weekdays
Parents will report the time they usually go to bed on weekdays.
At year 1
Parents' bedtime on weekdays
Parents will report the time they usually go to bed on weekdays.
At year 2
Parents' bedtime on weekends
Parents will report the time they usually go to bed on weekends.
At year 1
Parents' bedtime on weekends
Parents will report the time they usually go to bed on weekends.
At year 2
Parents' wake time on weekdays
Parents will report the time they usually wake up on weekdays.
At year 1
Parents' wake time on weekdays
Parents will report the time they usually wake up on weekdays.
At year 2
Parents' wake time on weekends
Parents will report the time they usually wake up on weekends.
At year 1
Parents' wake time on weekends
Parents will report the time they usually wake up on weekends.
At year 2
Parents' sleep duration on weekdays
Parents will report their usual sleep duration on weekdays.
At year 1
Parents' sleep duration on weekdays
Parents will report their usual sleep duration on weekdays.
At year 2
Parents' sleep duration on weekends
Parents will report their usual sleep duration on weekends.
At year 1
Parents' sleep duration on weekends
Parents will report their usual sleep duration on weekends.
At year 2
Child's time in bed as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 1
Child's time in bed as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 2
Child's total sleep time as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 1
Child's total sleep time as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 2
Child's sleep efficiency as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 1
Child's sleep efficiency as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
At year 2
Child's subjective sleep quality
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
At year 1
Child's subjective sleep quality
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
At year 2
Child's bedtime on weekdays as reported by parents
Parents will report their child's usual bedtime on weekdays.
At year 1
Child's bedtime on weekdays as reported by parents
Parents will report their child's usual bedtime on weekdays.
At year 2
Child's bedtime on weekends as reported by parents
Parents will report their child's usual bedtime on weekends.
At year 1
Child's bedtime on weekends as reported by parents
Parents will report their child's usual bedtime on weekends.
At year 2
Child's wake time on weekdays as reported by parents
Parents will report their child's usual wake time on weekdays.
At year 1
Child's wake time on weekdays as reported by parents
Parents will report their child's usual wake time on weekdays.
At year 2
Child's wake time on weekends as reported by parents
Parents will report their child's usual wake time on weekends.
At year 1
Child's wake time on weekends as reported by parents
Parents will report their child's usual wake time on weekends.
At year 2
Child's sleep duration on weekdays as reported by parents
Parents will report their child's usual sleep duration on weekdays.
At year 1
Child's sleep duration on weekdays as reported by parents
Parents will report their child's usual sleep duration on weekdays.
At year 2
Child's sleep duration on weekends as reported by parents
Parents will report their child's usual sleep duration on weekends.
At year 1
Child's sleep duration on weekends as reported by parents
Parents will report their child's usual sleep duration on weekends.
At year 2
Frequency of child's sleep-related problems
The sum of the reported frequency (0 = never; 1 = \< 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include: Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
At year 1
Frequency of child's sleep-related problems
The sum of the reported frequency (0 = never; 1 = \< 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include: Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
At year 2
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Number of attention lapses (\>500ms)
At year 1
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Number of attention lapses (\>500ms)
At year 2
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Median reaction time
At year 1
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Median reaction time
At year 2
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Standard deviation of reaction time
At year 1
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Standard deviation of reaction time
At year 2
Child's academic performance
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
At year 1
Child's academic performance
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
At year 2
Child's daytime sleepiness
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
At year 1
Child's daytime sleepiness
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
At year 2
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 1
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 2
Child's socio-emotional resilience assessed by the child's ability to make friends
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 1
Child's socio-emotional resilience assessed by the child's ability to make friends
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 2
Child's socio-emotional resilience assessed by the child's ability to empathise
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 1
Child's socio-emotional resilience assessed by the child's ability to empathise
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
At year 2
Child's depression symptoms
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
At year 1
Child's depression symptoms
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
At year 2
Child's anxiety symptoms
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
At year 1
Child's anxiety symptoms
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
At year 2
Child's internalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 1
At year 1
Child's internalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 2
At year 2
Child's externalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 1.
At year 1
Child's externalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 2
At year 2
Child's age
Parents will report child's age at Time 1
At year 1
Child's age
Parents will report child's age at Time 2
At year 2
Child's gender
Parents will report child's gender.
At year 1
Child's ethnicity
Parents will report child's ethnicity.
At year 1
Parents' age
Parents will report their ages at Time 1
At year 1
Parents' age
Parents will report their ages at Time 2
At year 2
Parents' education level
Parents will report their education level at Time 1
At year 1
Parents' education level
Parents will report their education level at Time 2
At year 2
Parents' marital status
Parents will report their marital status at Time 1
At year 1
Parents' marital status
Parents will report their marital status at Time 2
At year 2
Socioeconomic status assessed by the type of accommodation
Parents will report the type of accommodation they are living in at Time 1
At year 1
Socioeconomic status assessed by the type of accommodation
Parents will report the type of accommodation they are living in at Time 2
At year 2
Socioeconomic status assessed by monthly household income
Parents will report their monthly household income at Time 1
At year 1
Socioeconomic status assessed by monthly household income
Parents will report their monthly household income at Time 2
At year 2
Eligibility Criteria
School-age children (between 7 and 12 years old) in Singapore
You may qualify if:
- Is aged between 7 and 12 years
- Is a Singaporean
- Is English-speaking
- Is not on any long-term medications
- Has no known medical conditions that could affect sleep (e.g. asthma)
- Has no history of psychiatric or neurological disorders
- Has no history of sleep problems / disorders
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
National University of Singapore
Singapore, 117549, Singapore
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Officials
- PRINCIPAL INVESTIGATOR
June Chi Yan Lo, Ph.D.
National University of Singapore
Study Design
- Study Type
- observational
- Observational Model
- COHORT
- Time Perspective
- PROSPECTIVE
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- Assistant Professor
Study Record Dates
First Submitted
August 30, 2021
First Posted
September 20, 2021
Study Start
January 8, 2021
Primary Completion (Estimated)
December 31, 2026
Study Completion (Estimated)
December 31, 2027
Last Updated
April 13, 2026
Record last verified: 2026-04