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dc.contributor.authorSouza, Jane Carla de-
dc.contributor.authorSousa, Ivanise Cortez de-
dc.contributor.authorBelísio, Aline Silva-
dc.contributor.authorAzevedo, Carolina Virginia Macêdo de-
dc.identifier.citationSOUZA, Jane Carla de; et al. Sleep habits, daytime sleepiness and sleep quality of high school teachers. Psychology and Neuroscience, v. 5, p. 257-263, 2012. Disponível em:<>. Acesso em: 20 nov. 2017.pt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectSleep-wake cyclept_BR
dc.subjectHigh-school teacherpt_BR
dc.subjectSleep qualitypt_BR
dc.titleSleep habits, daytime sleepiness and sleep quality of high school teacherspt_BR
dc.description.resumoThe aim of this study was to characterize the sleep-wake cycle, daytime sleepiness and sleep quality of high school teachers. Ninety-eight high school teachers participated in this study. They were asked to complete the Health and Sleep, Horne & Ostberg, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index questionnaires and to keep a 14-day sleep diary. This study showed that high-school teachers wake up on average 1 h 12 min earlier (ANOVA; p < 0.05) and go to bed on average 34 min earlier (ANOVA; p < 0.05) during the week than on the weekend. This results in an average of 42 min less time in bed (ANOVA; p < 0.05) on weekdays and characterizes partial sleep deprivation. Moreover, 46% and 51% of teachers were diagnosed with excessive daytime sleepiness and poor sleep quality (χ2; p > 0.05), respectively. Therefore, high-school teachers show characteristics of partial sleep deprivation that may contribute to excessive daytime sleepiness and poor sleep quality. This situation may compromise health and quality of life, in addition to teaching performance that can affect the education of their students.pt_BR
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