Table 3.
Summary of studies included to the review.
| Author | Subjects N (Mage in years) |
Design | Task | Stimuli | Measures | Sleep Measures | Result | |
|---|---|---|---|---|---|---|---|---|
| 1 | Bastien et al. (2019)85 | 82 (2.1) | Longitudinal | - | - | Toddler behavior assessment questionnaire. | Actigraphy. | Shorter nighttime sleep duration and lower sleep efficiency at the age of 2 years predicted more anger at 3 years. Higher rates of social fear at 2 years predicted shorter day- and nighttime sleep duration at 3 years. |
| 2 | Baum et al. (2014)69 | 50 (15.5) | Between-subjects. SR: 6.5hrs of sleep SE: 10hrs of sleep for 4 nights. |
- | - | Vanderbilt assessment scale, Emotion control subscale of the behavior rating inventory of executive functioning, POMS. | Sleep diary, actigraphy. | SR predicted increased levels of
tension and anxiety, oppositionality, and less emotion
regulation. Mood dimensions deteriorate, except depressive mood. |
| 3 | Bayes and Bullock (2020)79 | 114 (8.4) | Cross-sectional | - | - | Conner’s behavior rating scale. | Sleep disorders inventory for students-children and adolescents. | Sleep problems seem to be moderately associated to emotional distress, aggressive behavior, and impulsivity/hyperactivity |
| 4 | Berger et al. (2012)62 | 10 (2.8) | Within-subjects. Afternoon nap deprivation. | Affective response
task. Unsolvable puzzle task. |
11 emotional images (5 positive, 3
neutral, 3 negative). Incorrect piece in the puzzle. |
Behavioral rating. | Sleep diary, CSHQ, actigraphy. | ND predicted significant more negative/less positive affect to emotional images, and duration of emotional responses during the puzzle is affected by ND. |
| 5 | Bolinger et al. (2018)49 | 16 (9,3) | Within-subjects. | Encoding and recognition task. |
444 emotional images of the IAPS. | PANAS, LPP, HRD. | Stanford sleepiness scale, PSG. | After nocturnal sleep, emotional responses that are automatic as HRD increase, and cognitive emotional responses as subjective behavioral ratings and neurological activity LPP decreased. |
| 6 | Cho et al. (2017)60 | 123 (2.0) | Longitudinal | A 5 min version of laboratory temperament assessment battery. Snack delay task. | 6 laboratory episodes Puppet show Clown interaction Stranger approach Stranger working Spider Robot |
Behavioral ratings, ITSEA, and ECG. | Sleep diary. | Longer sleep duration predicted fewer internalizing symptoms in children showing a higher RSA. |
| 7 | Cremone et al. (2017)52 | 43 (4.6) | Between-subjects | Dot-probe task. | 32 happy/neutral and angry/neutral
face pairs on a screen. Trial: fixation (500ms), stimuli presentation (1000ms), probe (1100ms). |
Accuracy and reaction times. | PSG measures. | No emotional attention bias
following N. ND exhibit bias to negative and positive stimuli. Greater SWA during N predicted faster responding to emotional stimuli. |
| Author |
Subjects
N (Mage in years) |
Design | Task | Stimuli | Measures | Measures-Sleep | Result | |
| 8 | Dagys et al. (2012)68 | 47 (13.1) | Within-subjects. SR: 2hrs of sleep SE: 8.5hrs of sleep for 2 nights. |
- | - | PANAS-C, children’s morningness-eveningness preferences scale. | Duke structured interview for sleep disorder, sleep diary, actigraphy. | SE predicted more positive affect,
positivity. No difference concerning negative affect between SE and SR. Evening as well as morning chronotypes displayed less positive affect after SR. |
| 9 | DeLeon and Karraker (2007)65 | 41 (0.7) | Cross-sectional | - | - | Revised infant temperament questionnaire, Infant/Toddler symptom checklist. | Infant care diary. | Rhythmic and adaptable infants took
longer naps and slept more at night. Distractible children took shorter and more frequent naps. |
| 11 | Foley and Weinraub (2017)82 | 1057 | Longitudinal. Assessment took place at the age of 54 months in grade 1, 3, and 5. | - | - | Generated questionnaire for
feelings, risky behavior and emotional regulation. Child behavior checklist. Children’s depression inventory. |
CBCL. | Early sleep problems predicted
anxious-depressed symptoms in the middle childhood, a higher
rate of emotional reactivity in the
preadolescence. Gender differences in temporal development of sleep and emotion problems exist. |
| 12 | Gregory and O’Connor (2002)81 | 490 Assessments from 3 to 15 years of age. |
Longitudinal | - | - | CBCL. | CBCL. | Early sleep problems at 4y predicted
depression/anxiety, attention problems, and aggression in
adolescent age No evidence of early depression/anxiety symptoms predicting later sleep problems. |
| 13 | Gruber et al. (2012)77 | 33 (8.6) | Within-subjects. SR/SE: 1hr later/earlier to bed for 5 nights. |
- | - | Connors’ global index-teacher. | SE predicted significant lower emotional lability and restless-impulsivity. | |
| 14 | Gruber et al. (2020)80 | 122 (8.6) | Cross-sectional | - | - | CBCL. | CSHQ, actigraphy. | Children scored above the cut-off of
the CSHQ had more emotional problems. Data is in consent with the subjective sleep data. |
| Author |
Subjects
N (Mage in years) |
Design | Task | Stimuli | Measures | Measures-Sleep | Result | |
| 15 | Han (2014)66 | 14 (4.8) | Within-subjects. Afternoon nap deprivation. | Affective response task. | 34 emotional images with appropriate
auditory stimuli (8 strong negative and positive, 8 weak
positive and negative). Trial: 11s, fixation (2s), cue to attention (2s), stimuli presentation (7s). |
fEMG. | Sleep diary, actigraphy. | ND predicted greater emotional responses to strong negative and positive stimuli. No change in affective responses to weak stimuli. Emotional responses to emotional pictures were lower after the N. |
| 16 | Kouros and El-Sheik (2015)72 | 142 (10.7) | Cross-sectional | - | - | Daily mood report, Personality inventory for children. | Actigraphy. | Sleep latency, efficiency, mood and behavioral problems were found to be interconnected significantly. |
| 17 | Lo et al. (2016)55 | 56 (16.6) | Between-subjects. SR: 5hrs of sleep SE: 9hrs of sleep for 7 nights. |
- | - | PANAS. | Karolinska sleepiness scale, Pittsburgh sleep quality index, actigraphy, PSG. | SR predicted a decrease of positive
affect with a lowest point at the last day of sleep restriction.
No significant change of negative mood through sleep restriction. |
| 18 | McMakin et al. (2016)67 | 48 (13.3) 16 (14.5) |
Within subjects. SR to 4hrs of sleep for 2 nights SR to 6hrs of sleep on 1 night, and 2hrs of sleep on the second night. SE: 10hrs of nocturnal sleep. |
Peer conflict task. Auditory valence identification task. Affective response task. |
Individual real-life disagreements.
42 emotion eliciting sound clips (14 positives, negative,
neutral). Trial: 15s, orientation (1s), stimuli presentation (6s), rating interval (8s). |
Behavioral rating, accuracy, reaction times, pupillography and by subjective self-report. | PSG | SR predicted more self-reported and
objective measured negative affect. SR predicted less positive affect in study 1, not in study 2. Negative affective behavior was significant higher after sleep restriction. |
| 19 | Miller et al. (2015)61 | 12 (2.8) | Within-subjects. Afternoon nap deprivation. |
Unsolvable puzzle. | Incorrect piece in the puzzle. | Rating observation. | Sleep diary, CSHQ, actigraphy. | ND predicted less skepticism, and
negative self-appraisal. ND predicted more physical self-soothing, perseveration, and tenancy. |
| 20 | Raynolds (2017)73 | 20 (15.7) | Within-subjects. SE: 1hr earlier to bed for 5 nights. |
Online social interaction task.
Paced auditory serial addition task. |
Getting to know an unknown
person. Fast calculating. |
Daily mood questionnaire. The self-assessment Manikin. Computer based linguistic inquiry and word count, facial expressions valence. |
Sleep diary, actigraphy. | SE predicted more negative facial
expression and higher levels of facial expression
variability. No change in emotional language, subjective report of emotion regulation, persistence or task performance. |
| Author |
Subjects
N (Mage in years) |
Design | Task | Stimuli | Measures | Measures-Sleep | Result | |
| 21 | Reddy et al. (2017)57 | 42 (14.8) | Between-subjects. SR: 2hrs later to bed. SE: 9.5hrs in bed. |
Emotion reactivity and regulation task. | 40 emotional images (8 positive and
neutral, 24 negative). Trial: 18s, 10s stimulus presentation, 8s rating interval. |
PANAS, State-trait anxiety inventory for children. Emotional reactivity and ER was assessed by subjective valence, intensity/arousal, and reappraisal ratings. | Epworth’s sleepiness scale, BEARS sleep screen, sleep diary, actigraphy. | SR predicts subjective decrease of
positive affect and increase of state and trait
anxiety. No change in emotional reactivity and regulation. |
| 22 | Ross and Karraker (1999)63 | 40 (1.3) | Between subjects. 20 subjects were assessed before The other 20 subjects were assessed after their regular nap. |
Rieser-Danner’s plexiglas barrier
task. Parts of the Laboratory temperament assessment battery. Ainsworth’s strange situation procedure. |
5 Stressing episodes, Toys in jar, Remote-controlled toy approach, Maternal separation, Attractive toy, Mother busy. |
Behavioral rating. Infant behavior questionnaire. |
- | Fatigue sensitizes infants to
certain stressors instead of simply increasing irritability and
interferes with infants’ coping responses. Exhausted children exhibited a higher degree of fatigue frustration. |
| 23 | Rubens et al. (2017)78 | 285 Assessments from 3rd to 5th grade | Longitudinal | - | - | Children’s emotion management
scales, Pediatric anxiety scale of the patient-reported outcomes measurement Information system, Short mood and feelings questionnaire, Affective reactivity index, Self-report scale for deviant behavior, Self-reported reactive/proactive social behavior. |
Sleep quality was assessed by subjective 4-item child self-report scale. | Better sleep quality predicted lower
self-reported emotional and behavioral
problems. Regarding gender effects girls scored higher on the anxiety scale and lower on irritability, delinquency engagement and reactive aggression. |
| 24 | Saenz et al. (2015)84 | 47 (1.6) | Longitudinal | - | - | BITSEA. | Sleep diary, actigraphy. | In girls, shorter sleep duration at the age of 3 months predicted significant more externalizing problems at the age of 18 months. |
| 25 | Schumacher et al. (2017)53 | 19 (3.8) | Between-subjects. SR: 3hrs later to bed for 1 night. |
A go/no-go task. Unsolvable puzzle. |
No-go trial (pig). Incorrect piece in the puzzle. |
Accuracy, rating observers. | Sleep diary, actigraphy. | No significant effects of sleep
restriction on response inhibition or
self-regulation. Interaction effect of response inhibition and sleep condition on adaptive self-regulation and maladaptive self-regulation. |
| Author |
Subjects
N (Mage in years) |
Design | Task | Stimuli | Measures | Measures-Sleep | Result | |
| 26 | Settineri et al. (2010)71 | 529 (17.1) | Cross-sectional | - | - | Mood was assessed by subjective measurement with an 8-item scale. | TST, napping and sleepiness was assessed by subjective measurement with a 4-item scale. | Well-being at awakening had a
negative correlation with sadness, apathy, anhedonia, and
pessimistic thoughts. Well-being at awakening was positively correlated with TST, negatively with afternoon naps and daytime drowsiness. |
| 27 | Short and Louca (2015)70 | 12 (16.2) | within-subjects. SR: 36hrs of wakefulness |
- | - | POMS - short form. | Sleep diary, Karolinska sleepiness scale, actigraphy, PSG. | Dimensions of mood significantly
deteriorate during a night of sleep
restriction. Increased anxiety in females but not in male participants after sleep restriction. Only girls reported an increase of depressive mood in response to SR. |
| 28 | Soffer-Dudek et al. (2011)56 | 94 (10.5 at the 1st assessment) | Longitudinal | Balloons task. | Faces on balloons showing different emotional expressions. | Accuracy on judgments. | Sleep diary, actigraphy. | More night awakenings predicted less task performance on the face-emotion processing task. |
| 29 | Troxel et al. (2013)76 | 776 Assessments at 1, 6, 24, and 36, and 54 months. |
Longitudinal | - | Neutral parent-child interaction at home was videotaped for 15 minutes during the visit. | Negative emotionality was behavioral rated by researcher. | CBCL-parent and teacher version. | Early sleep problems and negative emotionality predicted later internalizing behavior. |
| 30 | Vaughn et al. (2015)58 | 62 (4.1) | Cross-sectional | Denham’s emotion knowledge task. | Faces showing different emotional expressions. | Emotional knowledge was rated on the documented subjects’ ratings during the task. | Sleep diary, actigraphy. | Sleep duration had positive correlations with emotional knowledge. |
| 31 | Vriend et al. (2013)54 | 32 (9.8) | Within-subjects. 1hr SE/SR for 4 nights. |
Affective response task. | 33 emotional images | Subjective affect rating on visual analogue scales. | Child’s pictorial sleepiness scale,
CSHQ, Sleep evaluation questionnaire, Epworth sleepiness scale, actigraphy. |
SR predicted less positive affective response and poorer parental reported ER. No change in negative affect responses or ER. |
| 32 | Wang et al. (2019)83 | 1625 Assessments from 5 to 17 years of age | Longitudinal | - | - | Dysregulation profile of the CBCL. | CBCL | Persistent sleep problems, measured over a span from five to 17 years found to contribute to a ten-time increased risk for developing regulatory difficulties. |
| 33 | Weissbluth (1981)64 | 60 (0.6) | Cross-sectional | - | - | Carey infant temperament questionnaire. | Sleep interview. | Significant negative correlations
between TST and mood, adaptability, rhythmicity, withdrawal, and
persistence. Children described as “difficult” had shorter sleep duration than “easy” children. |
Abbreviations: Bedtime issues, Excessive daytime sleepiness, Night awakenings, Regularity and duration of sleep, Snoring (BEARS); (Brief) infant-toddler social emotional assessment (B)ITSEA); Child behavior checklist (CBCL); Children’s sleep habits questionnaire (CSHQ); Electrocardiography (ECG); Emotion regulation (ER); Facial electromyography (fEMG); Heart rate deceleration (HRD); International affective picture system (IAPS); Late positive potential (LPP); Napping (N); Nap deprivation (ND); Polysomnography (PSG); Positive and negative affect schedule (for children) (PANAS (-C); Profile of mood states (POMS); Respiratory sinus arrhythmia (RSA); Strengths and difficulties questionnaire (SDQ); Sleep extension (SE); Sleep restriction (SR); Slow wave activity (SWA); Total sleep time (TST).