Sleep quality in times of Covid-19 pandemic.

BACKGROUND: Due to the 2019 novel coronavirus (COVID-19) disease outbreak, social distancing measures were imposed to control the spread of the pandemic. However, isolation may affect negatively the psychological well-being and impair sleep quality. Our aim was to evaluate the sleep quality of respiratory patients during the COVID-19 pandemic lockdown. METHODS: All patients who underwent a telemedicine appointment from March 30 to April 30 of 2020 were asked to participate in the survey. Sleep difficulties were measured using Jenkins Sleep Scale. RESULTS: The study population consisted of 365 patients (mean age 63.9 years, 55.6% male, 50.1% with sleep-disordered breathing [SDB]). During the lockdown, 78.9% of participants were confined at home without working. Most patients (69.6%) reported at least one sleep difficulty and frequent awakenings was the most prevalent problem. Reporting at least one sleep difficulty was associated with home confinement without working, female gender and diagnosed or suspected SDB, after adjustment for cohabitation status and use of anxiolytics. Home confinement without working was associated with difficulties falling asleep and waking up too early in the morning. Older age was a protective factor for difficulties falling asleep, waking up too early and non-restorative sleep. Notably, SDB patients with good compliance to positive airway pressure therapy were less likely to report sleep difficulties. CONCLUSIONS: Home confinement without working, female gender and SDB may predict a higher risk of reporting sleep difficulties. Medical support during major disasters should be strengthened and potentially delivered through telemedicine, as this comprehensive approach could reduce psychological distress and improve sleep quality.

Corrigendum: "To be or not to be Retained That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals and Grades.

[This corrects the article on p. 1550 in vol. 7, PMID: 27790167.].

"To be or not to be Retained That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades.

Keeping students back in the same grade - retention - has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students' academic adjustment and turn retention into a risk factor.

Tipo de ensino e autoconceito artístico de adolescentes / Type of education and artistic self-concept of adolescents

Este estudo teve como principal objetivo realizar uma análise diferencial do autoconceito artístico entre adolescentes que frequentavam o ensino artístico e os que frenquentavam o ensino regular. Responderam à Escala de Autoconceito Artístico e à Escala de Autoconceito e Autoestima para Adolescentes 226 estudantes de escolas da zona metropolitana de Lisboa, dos quais 108 frequentavam o ensino regular e 118 eram alunos de escolas artísticas de música, artes visuais e dança. Os resultados demonstraram que os níveis de autoconceito artístico diferiram de acordo com o contexto educativo: foram favorecidos os alunos do ensino artístico na maioria das dimensões artísticas. Contemplando apenas os alunos do ensino artístico, foi verificado que eles apresentaram níveis superiores na dimensão artística correspondente a sua área de especialização, comparativamente aos seus pares das outras áreas artísticas.(AU)

The main aim of this study was to conduct a differential analysis of the artistic self-concept among adolescents who had an artistic education and those who attended to a non-artistic high-school. A total of 226 students from several artistic and non-artistic schools in the metropolitan area of Lisbon completed the Artistic Self-concept Scale and the Self-concept and Self-esteem Scale for Adolescents. Of these students, 108 were from regular high-schools and 118 were from music, drama and visual arts schools. The results showed that the artistic self-concept differed according to the educational context, favouring the art students in the majority of the artistic dimensions. Considering only the art students, it was also verified that the students presented higher levels in the artistic dimension which represented their area of expertise when compared to their peers from other artistic areas.(AU)

Tipo de ensino e autoconceito artístico de adolescentes / Type of education and artistic self-concept of adolescents

Este estudo teve como principal objetivo realizar uma análise diferencial do autoconceito artístico entre adolescentes que frequentavam o ensino artístico e os que frenquentavam o ensino regular. Responderam à Escala de Autoconceito Artístico e à Escala de Autoconceito e Autoestima para Adolescentes 226 estudantes de escolas da zona metropolitana de Lisboa, dos quais 108 frequentavam o ensino regular e 118 eram alunos de escolas artísticas de música, artes visuais e dança. Os resultados demonstraram que os níveis de autoconceito artístico diferiram de acordo com o contexto educativo: foram favorecidos os alunos do ensino artístico na maioria das dimensões artísticas. Contemplando apenas os alunos do ensino artístico, foi verificado que eles apresentaram níveis superiores na dimensão artística correspondente a sua área de especialização, comparativamente aos seus pares das outras áreas artísticas...

The main aim of this study was to conduct a differential analysis of the artistic self-concept among adolescents who had an artistic education and those who attended to a non-artistic high-school. A total of 226 students from several artistic and non-artistic schools in the metropolitan area of Lisbon completed the Artistic Self-concept Scale and the Self-concept and Self-esteem Scale for Adolescents. Of these students, 108 were from regular high-schools and 118 were from music, drama and visual arts schools. The results showed that the artistic self-concept differed according to the educational context, favouring the art students in the majority of the artistic dimensions. Considering only the art students, it was also verified that the students presented higher levels in the artistic dimension which represented their area of expertise when compared to their peers from other artistic areas...