{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101205"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101205","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the longitudinal effects of sleep and physical activity on academic achievement across middle childhood and adolescence","abstract":"Objective: Research has documented normative declines in school motivation and achievement across adolescence. There is some evidence to suggest that engaging in sufficient levels of sleep and physical activity across the transition to middle school might support subsequent achievement. Less is known about the role of pubertal development and sex in the relationship between health behaviors (e.g., sleep and physical activity) in middle childhood and changes in achievement across middle childhood and adolescence. Method: Participants in the NICHD Study of Early Child Care and Youth Development were followed from birth through age 15, starting in 1991. Sleep and physical activity were assessed when children were in 6th grade achievement was assessed in 5th grade and again at age 15. Structural equation modeling was used to test associations between sleep, physical activity and directly assessed achievement and child reported academic self-concept across middle childhood and adolescence. Results: Findings suggest that there are long-term effects of sleep, indexed by self-reported general sleep problems, on changes in picture vocabulary skills. Children who report more sleep problems in 6th grade experienced greater declines in picture vocabulary skills across middle childhood and adolescence. Hours of sleep, time spent in physical activity, and time spent in sedentary behavior were not significantly associated with achievement outcomes. Conclusion: Sleep problems in middle childhood appear to have adverse effects on verbal comprehension skills across middle childhood and adolescence. These findings provide some evidence that improving sleep quality in middle childhood may help minimize losses in verbal comprehension and crystallized intelligence across middle childhood and adolescence.","abstract_html":"Objective: Research has documented normative declines in school motivation and achievement across adolescence. There is some evidence to suggest that engaging in sufficient levels of sleep and physical activity across the transition to middle school might support subsequent achievement. Less is known about the role of pubertal development and sex in the relationship between health behaviors (e.g., sleep and physical activity) in middle childhood and changes in achievement across middle childhood and adolescence. Method: Participants in the NICHD Study of Early Child Care and Youth Development were followed from birth through age 15, starting in 1991. Sleep and physical activity were assessed when children were in 6th grade achievement was assessed in 5th grade and again at age 15. Structural equation modeling was used to test associations between sleep, physical activity and directly assessed achievement and child reported academic self-concept across middle childhood and adolescence. Results: Findings suggest that there are long-term effects of sleep, indexed by self-reported general sleep problems, on changes in picture vocabulary skills. Children who report more sleep problems in 6th grade experienced greater declines in picture vocabulary skills across middle childhood and adolescence. Hours of sleep, time spent in physical activity, and time spent in sedentary behavior were not significantly associated with achievement outcomes. Conclusion: Sleep problems in middle childhood appear to have adverse effects on verbal comprehension skills across middle childhood and adolescence. These findings provide some evidence that improving sleep quality in middle childhood may help minimize losses in verbal comprehension and crystallized intelligence across middle childhood and adolescence.","abstract_has_math":false,"creators":["Hoff, Bethany Joy Fleming"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Bub, Kristen L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:36:50Z","date_published":"2018-09-04T20:36:50Z","updated_at":"2026-07-22T22:24:38Z","subjects":["Achievement, adolescence, physical activity, sleep."],"languages":["en"],"rights":["Copyright 2018 Bethany Hoff"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101205","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bub, Kristen L."]},{"key":"dc:creator","label":"Author","values":["Hoff, Bethany Joy Fleming"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:36:50Z","2020-09-05T09:15:09Z","2018-04-24","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement, adolescence, physical activity, sleep."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Bethany Hoff"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101205"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Objective: Research has documented normative declines in school motivation and achievement across adolescence. There is some evidence to suggest that engaging in sufficient levels of sleep and physical activity across the transition to middle school might support subsequent achievement. Less is known about the role of pubertal development and sex in the relationship between health behaviors (e.g., sleep and physical activity) in middle childhood and changes in achievement across middle childhood and adolescence. Method: Participants in the NICHD Study of Early Child Care and Youth Development were followed from birth through age 15, starting in 1991. Sleep and physical activity were assessed when children were in 6th grade achievement was assessed in 5th grade and again at age 15. Structural equation modeling was used to test associations between sleep, physical activity and directly assessed achievement and child reported academic self-concept across middle childhood and adolescence. Results: Findings suggest that there are long-term effects of sleep, indexed by self-reported general sleep problems, on changes in picture vocabulary skills. Children who report more sleep problems in 6th grade experienced greater declines in picture vocabulary skills across middle childhood and adolescence. Hours of sleep, time spent in physical activity, and time spent in sedentary behavior were not significantly associated with achievement outcomes. Conclusion: Sleep problems in middle childhood appear to have adverse effects on verbal comprehension skills across middle childhood and adolescence. These findings provide some evidence that improving sleep quality in middle childhood may help minimize losses in verbal comprehension and crystallized intelligence across middle childhood and adolescence.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01","The student, Bethany Hoff, accepted the attached license on 2018-04-20 at 16:51.","The student, Bethany Hoff, submitted this Thesis for approval on 2018-04-20 at 17:08.","This Thesis was approved for publication on 2018-04-24 at 08:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12411 on 2018-08-31 at 17:21:10","Made available in DSpace on 2018-09-04T20:36:50Z (GMT). No. of bitstreams: 2 HOFF-THESIS-2018.pdf: 980367 bytes, checksum: 89f184fe743fb083b19abddb6403cc91 (MD5) LICENSE.txt: 4209 bytes, checksum: 6540442a6dcb5e8de3887d3f339270a5 (MD5) Previous issue date: 2018-04-24","Embargo set by: Seth Robbins for item 107289 Lift date: 2020-09-04T20:37:00Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107289 Lift date: 2020-09-04T20:42:08Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 107289 on 2020-09-05T09:15:09Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the longitudinal effects of sleep and physical activity on academic achievement across middle childhood and adolescence"]}]}],"canonical_facts":{"dc:contributor":["Bub, Kristen L."],"dc:creator":["Hoff, Bethany Joy Fleming"],"dc:date":["2018-09-04T20:36:50Z","2020-09-05T09:15:09Z","2018-04-24","2018-05"],"dc:description":["Objective: Research has documented normative declines in school motivation and achievement across adolescence. There is some evidence to suggest that engaging in sufficient levels of sleep and physical activity across the transition to middle school might support subsequent achievement. Less is known about the role of pubertal development and sex in the relationship between health behaviors (e.g., sleep and physical activity) in middle childhood and changes in achievement across middle childhood and adolescence. Method: Participants in the NICHD Study of Early Child Care and Youth Development were followed from birth through age 15, starting in 1991. Sleep and physical activity were assessed when children were in 6th grade achievement was assessed in 5th grade and again at age 15. Structural equation modeling was used to test associations between sleep, physical activity and directly assessed achievement and child reported academic self-concept across middle childhood and adolescence. Results: Findings suggest that there are long-term effects of sleep, indexed by self-reported general sleep problems, on changes in picture vocabulary skills. Children who report more sleep problems in 6th grade experienced greater declines in picture vocabulary skills across middle childhood and adolescence. Hours of sleep, time spent in physical activity, and time spent in sedentary behavior were not significantly associated with achievement outcomes. Conclusion: Sleep problems in middle childhood appear to have adverse effects on verbal comprehension skills across middle childhood and adolescence. These findings provide some evidence that improving sleep quality in middle childhood may help minimize losses in verbal comprehension and crystallized intelligence across middle childhood and adolescence.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01","The student, Bethany Hoff, accepted the attached license on 2018-04-20 at 16:51.","The student, Bethany Hoff, submitted this Thesis for approval on 2018-04-20 at 17:08.","This Thesis was approved for publication on 2018-04-24 at 08:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12411 on 2018-08-31 at 17:21:10","Made available in DSpace on 2018-09-04T20:36:50Z (GMT). No. of bitstreams: 2 HOFF-THESIS-2018.pdf: 980367 bytes, checksum: 89f184fe743fb083b19abddb6403cc91 (MD5) LICENSE.txt: 4209 bytes, checksum: 6540442a6dcb5e8de3887d3f339270a5 (MD5) Previous issue date: 2018-04-24","Embargo set by: Seth Robbins for item 107289 Lift date: 2020-09-04T20:37:00Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107289 Lift date: 2020-09-04T20:42:08Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 107289 on 2020-09-05T09:15:09Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/101205"],"dc:language":["en"],"dc:rights":["Copyright 2018 Bethany Hoff"],"dc:subject":["Achievement, adolescence, physical activity, sleep."],"dc:title":["Exploring the longitudinal effects of sleep and physical activity on academic achievement across middle childhood and adolescence"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:38Z"}