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. 2022 Aug 25;46(1):zsac202. doi: 10.1093/sleep/zsac202

Table 1.

Participant demographics for analytic sample

Control Intervention
N 23 23
Age (years) 16.5 ± 0.8 16.0 ± 0.8
(14.5–17.9) (15.2–17.9)
Sex (N)
 Females 13 11
 Males 10 12
Ancestry (N)
 African-American 6 12
 White 14 6
 Multiple 3 2
 Other 0 3
Ethnicity (N)
 Non-Hispanic 12 17
 Hispanic 11 6
High school grade (N)
 9th 3 1
 10th 9 9
 11th 8 10
 12th 3 3
Leave home for school (clock time)
 Mean ± SD 07:10 ± 00:40 07:03 ± 00:23
 (earliest–latest) (05:50–07:50) (06:30–07:45)
School start (clock time)
 Mean ± SD 07:47 ± 00:39 07:52 ± 00:20
  (earliest–latest) (06:30–09:30) (07:00–08:25)
Morningness scorea 30.9 ± 4.6 32.4 ± 6.3
Mid-sleep on free days (MSFsc)b,c 05:08 ± 01:14 04:48 ± 01:37
Mid-sleep on school daysb 03:12 ± 00:26 03:06 ± 00:30
Social jetlag (h)b,c,d 3.1 ± 0.9 2.9 ± 1.2
Depressive symptomse 8.5 ± 5.4 11.3 ± 5.9

aSmith Morningness Questionnaire.

bMunich ChronoType Questionnaire (MCTQ).

cOnly those without alarm use on free days were included (N = 18 in Control group; N = 21 in Intervention group).

dSocial jet lag = the difference between mid-sleep on free days and mid-sleep on school days.

eCenter for Epidemiologic Studies Depression (CES-D) Scale.