Sleep Duration and Timing in Relation to BMI and Readiness to Change Lifestyle Behaviors: Results From a Pediatric Weight Management Clinic.

IF 1 4区 医学 Q3 PEDIATRICS
Erica C Jansen, Mengshu Yan, Bethany J Gaffka
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引用次数: 0

Abstract

Associations between sleep, body mass index (BMI), and readiness to engage in lifestyle changes are not well understood for adolescents attending weight management clinics. We conducted a medical chart review of 99 adolescents/young adults aged 13 to 20 years attending the intake visit for a weight management clinic (average BMI = 41.79 [SD = 9.77]). Linear and logistic regression models were used to evaluate associations between sleep duration and sleep midpoint (median of bedtime and wake time) with continuous BMI and dichotomous readiness to change variables, adjusting for relevant confounders. Longer weekend sleep duration and later weekday sleep timing were each associated with higher confounder-adjusted BMI (β = 1.41 higher BMI/h of sleep with 95% confidence interval [CI] = 0.24, 2.57 and β = 1.28 higher BMI/h later sleep with 95% CI = 0.003, 2.55). Adolescents with shorter sleep duration indicated lower readiness to alter food amounts, and adolescents with later sleep timing were less willing to alter food choices and sleep habits.

睡眠时长和时间与BMI和改变生活方式行为的准备程度有关:来自儿科体重管理诊所的结果。
对于参加体重管理诊所的青少年来说,睡眠、身体质量指数(BMI)和改变生活方式的意愿之间的联系还没有得到很好的理解。我们对99名13至20岁的青少年/年轻人进行了医疗图表回顾,这些青少年/年轻人参加了体重管理诊所的入院访问(平均BMI = 41.79 [SD = 9.77])。使用线性和逻辑回归模型来评估睡眠持续时间和睡眠中点(就寝时间和醒着时间的中位数)与连续BMI和改变变量的二分类准备之间的关系,并对相关混杂因素进行调整。周末较长的睡眠时间和较晚的工作日睡眠时间均与较高的混杂校正BMI相关(β = 1.41较高的BMI/h睡眠,95%可信区间[CI] = 0.24, 2.57, β = 1.28较高的BMI/h睡眠,95% CI = 0.003, 2.55)。睡眠时间较短的青少年改变食物数量的意愿较低,睡眠时间较晚的青少年不太愿意改变食物选择和睡眠习惯。
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来源期刊
Clinical Pediatrics
Clinical Pediatrics 医学-小儿科
CiteScore
2.10
自引率
6.20%
发文量
189
审稿时长
3-8 weeks
期刊介绍: Clinical Pediatrics (CLP) a peer-reviewed monthly journal, is a must read for the busy pediatrician. CLP contains state-of-the-art, accurate, concise and down-to earth information on practical, everyday child care topics whether they are clinical, scientific, behavioral, educational, or ethical.
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