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PURPOSE: Early school start times could adversely impact adolescent sleep duration. They could also impact other behaviors like diet and physical activity, either directly or indirectly through effects on sleep. We examined whether the double school shift system was associated with sleep, diet, and physical activity behaviors among Mexican adolescents. METHODS: The analytic sample included 305 Mexican adolescents from a cohort study (on average 14.53 ± 1.75 years old and 51% male). Sleep and physical activity were measured with wrist actigraphy, while diet and other lifestyle behaviors were assessed with questionnaires. Regression analyses were conducted to compare lifestyle behaviors between the morning and afternoon school shifts, adjusting for potential confounders. RESULTS: Adolescents attending the morning school shift (44%) had pronounced differences in sleep compared to those attending afternoon shift, including a 1.77-hour shorter sleep duration on weekdays (95% CI -1.55, -2.00), a 0.40-hour longer sleep duration on weekends (95% CI 0.10, 0.70), higher social jetlag (1.07 hours with a 95% CI of 0.87, 1.27), and an earlier chronotype. Morning shift students also had 0.85 hours longer sedentary time (95% CI 0.61, 1.10) and higher consumption of a meat and starchy food dietary pattern. Among boys only, morning shift was associated with a lower likelihood of smoking and higher consumption of a breakfast pattern. DISCUSSION: Overall, attending a morning school shift was associated with shorter sleep, more social jetlag, greater sedentary time, and higher consumption of a meat and starchy diet. However, among boys, a few healthier behaviors were observed for the morning versus afternoon shift.

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Abstract This paper aims to assess the differences and associations of the effect of COVID-19 on sleep habits, sleep quality, and burnout symptoms among faculty members of higher education in Mexico. This was a cross-sectional study with a total sample of 214 faculty members of higher education from Mexico between May 18th and June 10th of 2020. We applied questionnaires containing sociodemographic and specific questions regarding sleep habits, sleep quality, and burnout symptoms. The results show that during COVID-19 faculty members delayed their bedtime and rise time. No change was found with weekdays time in bed, however, during weekends, time in bed was more than an hour shorter. Social jetlag decreased significantly during COVID-19. Furthermore, during COVID-19, those who reported low sleep quality were more likely to report higher symptoms of emotional exhaustion and those who slept less on weekends were more likely to report higher symptoms of depersonalization. These results suggest that the COVID-19 pandemic may have an effect on sleep and sleep quality and burnout symptoms of faculty members from higher education in Mexico.

Resumo Este trabalho visa avaliar as diferenças e associações do impacto da COVID-19 sobre hábitos de sono, qualidade do sono e sintomas de burnout entre os docentes de ensino superior no México. Trata-se de um estudo transversal, com amostra total de 214 docentes, realizado entre 18 de maio e 10 de junho de 2020. Foram aplicados questionários contendo questões sociodemográficas e específicas sobre hábitos de sono, qualidade do sono e sintomas de burnout. Os resultados mostram que durante a pandemia os docentes atrasaram a hora de dormir e acordar. Nenhuma alteração foi observada com relação ao tempo de semana na cama, porém nos finais de semana o tempo na cama era mais de uma hora menor. O jetlag social diminuiu significativamente durante a COVID-19. Além disso, durante a pandemia, aqueles que relataram baixa qualidade do sono eram mais propensos a relatar sintomas mais fortes de exaustão emocional, e aqueles que dormiam menos nos fins de semana eram mais propensos a relatar sintomas mais fortes de despersonalização. Esses resultados sugerem que a pandemia de COVID-19 pode ter um efeito sobre a qualidade do sono e causar sintomas de burnout nos integrantes do corpo docente do ensino superior no México.

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Short sleep duration has been associated with poor diet quality in school-aged children in multiple populations. However, investigations of sleep and dietary quality in Mexican school-aged children are scarce. The main objective of this work was to assess the association between sleep duration and dietary quality in Mexican school-aged children stratified by sex. The data were collected from 373 (138 girls and 235 boys) elementary school children aged 6-12 years in Monterrey, Nuevo Leon, Mexico. Surveys collected information on general demographic characteristics and self-reported sleep duration. Diet was assessed with 24-h recalls, and dietary quality was calculated by the Healthy Eating Index (HEI-2015). Results indicated that overall mean sleep duration was 8.23 ± 1.06 h. From the total sample, 6.7% slept ≤6 h (not recommended), 55.8% 7-8 h (may be appropriate), and 37.5% ≥ 9 h (recommended). Average total HEI-2015 score was 64.6 (out of possible 100), with boys having lower HEI-2015 scores than girls (57.7 vs 69.4). Moreover, girls and boys with shorter sleep duration (≤6 h compared to ≥ 9 h) had lower HEI-2015 scores (-1.03 [95% CI -2.74, -0.47; p < .01] and -1.78 [95% CI -3.15, -0.86; p < .001], respectively). Regarding the individual components of dietary quality, those with ≤6 h of sleep had lower scores particularly in vegetables, protein sources, added sugars and saturated fats for girls and boys compared to those with ≥9 h. These findings suggest sleep may be an important determinant of dietary practices within the Mexican children.

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This paper aims to assess the differences and associations of the effect of COVID-19 on sleep habits, sleep quality, and burnout symptoms among faculty members of higher education in Mexico. This was a cross-sectional study with a total sample of 214 faculty members of higher education from Mexico between May 18th and June 10th of 2020. We applied questionnaires containing sociodemographic and specific questions regarding sleep habits, sleep quality, and burnout symptoms. The results show that during COVID-19 faculty members delayed their bedtime and rise time. No change was found with weekdays time in bed, however, during weekends, time in bed was more than an hour shorter. Social jetlag decreased significantly during COVID-19. Furthermore, during COVID-19, those who reported low sleep quality were more likely to report higher symptoms of emotional exhaustion and those who slept less on weekends were more likely to report higher symptoms of depersonalization. These results suggest that the COVID-19 pandemic may have an effect on sleep and sleep quality and burnout symptoms of faculty members from higher education in Mexico.

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The aim was to analyze the morningness/eveningness (M/E) effect on suicidal ideation through sleep and depressive symptoms mediators with school shift (i.e., morning and afternoon) as moderator. In this study, 586 Mexican adolescents, with a mean age of 16.31 ± 0.92, from a public high school in a double-shift school system (298 from the morning shift and 288 from the afternoon shift) participated. Measurements of sleep, morningness/eveningness (circadian preference), depressive symptomology, and suicidal ideation were completed. Adolescents in the afternoon shift reported a later rise time, bedtime, greater time in bed sleep length, and less social jet lag than in the morning shift. Considering the moderated-mediated analysis, circadian preference and suicidal ideation were mediated by both depressive symptoms and school day's sleep length in the morning shift. In the afternoon shift, no mediation effect was significant. When weekend sleep length was considered in the model, only depressive symptoms had a mediating effect between circadian preference and suicidal ideation in the morning shift; no significant mediating effect was found on the afternoon shift. The results suggest that an afternoon school schedule may act as a protective factor for the adolescent's mental health and may represent a viable option for future interventions.

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OBJECTIVE: To determine the differences between sleep habits and circadian preference in school-aged children attending a Mexican double-shift school system. METHODS: This cross-sectional study consisted of 400 elementary public-school children (mean age = 10.77, SD = 0.70 y, from fourth, fifth and sixth grades) in Reynosa, Tamaulipas, in northeastern Mexico. Attending a double-shift school system: 200 from the morning shift and 200 in the afternoon shift. Specific questions regarding sleep habits were collected and for circadian preference, the Morningness-Eveningness Scale for Children (MESC) was used. RESULTS: Multivariate analysis reported no sex differences. Children attending at the morning shift during weekdays rose earlier, reported shorter time in bed and earlier midpoint of sleep than those in the afternoon shift. On weekends, morning shift children went to bed later than afternoon shift. Morning shift reported greater social jetlag, shorter average sleep length and more sleep deficit than afternoon shift. During weekdays and weekends evening type children went to bed later, rose later and reported later midpoint of sleep. Also, evening type reported more social jetlag than morning types. CONCLUSION: This study suggests that early school start times can have a detrimental effect on Mexican children. Moreover, the morning shift children may be at more risk of poor health due to the higher social jetlag, as well as a higher tendency to be sleep deprived. On the other hand, the afternoon shift represents an important social environment that allows children to follow their natural physiological needs and a more optimal sleep health.

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OBJECTIVE: This study aimed to investigate self-reported sleep duration, sleep quality and sleep problems in a Mexican adult population by considering age, sex, geographical regions and urban/rural residency. DESIGN/MEASUREMENTS: Cross-sectional national adult survey based on the 2016 Mexican National Halfway Health and Nutrition Survey data. SETTING: Nationally representative survey data. PARTICIPANTS: Mexican adults ≥ 18 years, n = 8649 (N weighted = 71,158,260 adults). RESULTS: Overall, mean sleep duration was 7:19 hours, from which 37% had sleep problems, and 45.7% reported very good sleep quality. Furthermore, middle-aged adults slept less than younger and older adults, females were at lower risk of being a short sleeper than males, urban residents slept less than rural residents, and those from the center region of the country slept less than from the northern and southern regions. Mainly, participants from the state of Quintana Roo, Aguascalientes, and Baja California reported sleep duration <7 hours (6:26 hours, 6:45 hours, and 6:55 hours, respectively). Overall Mexicans who obtained sufficient sleep (≥8 hours) were more likely to be female, in their 20s, reporting perceived "good" or "very good" sleep quality, possessed no self-reported sleep problems, were not a tobacco user, and resided in rural areas. Furthermore, Mexicans who obtained poor sleep quality were more likely to be females that reported sleep problems, took sleep medications, and resided in urban areas. CONCLUSION: The present study's findings have important implications for understanding the nationwide features of sleep in Mexican adults. Education and public health awareness initiatives regarding good sleep may be warranted.

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This study examined the impact of the professors' gender according to a student evaluation of teaching (SET) in a private university. The study took place in a private university (n = 103,833) on six different campuses in the north region of Mexico. The distribution of the professors' gender was analyzed according to semesters, campuses, and schools. Our findings suggested that when undergraduates evaluated their professors on specific criteria concerning teaching performance, they expressed their opinion regardless of the professors' gender. However, when being asked for a single overall evaluation, as whether they would recommend the professor as one of their best professors, the students tended to favor male professors over their female peers by a slight margin. While such perceptions might not be representative of the actual teaching quality, it would be interesting in the future to delve deeper into the causes of possible biases.

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Multiple Intelligence (MI) helps to evaluate the brain processes of individuals. Identifying the types of multiple intelligence can help teachers to understand their students better. Several studies have identified MI in school children; nevertheless, in Mexico, these studies have been scarce. Therefore, the objective of this study was to analyze the differences of MI between genders and the grades-in-school of Mexican elementary schoolchildren. In an effort to investigate the differences of MI in elementary school children in Mexico, we provided a self-administered questionnaire to 161 Mexican students. Overall, our findings showed that the students' mean averages in the eight categories of MI were similar in both genders; in fact, the only significant differences in gender were found in intrapersonal intelligence (males reporting higher intrapersonal differences than females). No other significant differences in MI were found, nor were there interaction effects between gender and the grade in school. In summary, these results give us an understanding that the different types of MI may not be that well implemented in elementary school children.

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This study aimed to validate the Morningness-Eveningness-Stability-Scale improved (MESSi) in Mexico, analyzing the factor structure and sleep habits, combined with the proposal of cutoff values for the scales, and to assess the relationship with substance use. We applied the questionnaires through an online survey to a total sample of 510 Mexicans, aged 18-77 years (M = 27.79, SD = 10.24). The MESSi showed an acceptable fit and the Cronbach's alpha coefficients were good to satisfactory in the Mexican sample in every subscale: Morning Affect (MA, α = 0.90), Eveningness (EV, α = 0.88), Distinctness (DI, α = 0.80). In order to obtain a better interpretation of the MESSi subscales, we decided to propose cutoff points corresponding to the 25th-75th percentile. The categories were depicted as strong trait presence, intermediate trait presence and weak trait presence. When applying the cutoff points for the MESSi sub-scales, with Morning Affect (MA), strong-types went to bed and woke up earlier and had more sleep than weak-types during weekdays and weekends and reported less social jetlag. For Eveningness (EV), strong-types went to bed and woke up later than weak-types on weekdays and weekends. Also, strong-types had a shorter time in bed during weekdays but not on weekends and reported more social jetlag. Lastly, with Distinctness (DI), the results reported that those with a strong-type showed greater amplitude on weekdays and weekends. Furthermore, the MESSi scale found that evening people consumed more alcohol and tobacco. Our study supported the validity and reliability of the MESSi in a Mexican population and the relationship between eveningness and substance consumption. Furthermore, the proposed cutoff scores for the MESSi sub-scales add a novel approach for the measurement and interpretation of the scale.

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BACKGROUND: The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. AIMS: The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. SAMPLE: The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). METHODS: The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. RESULTS: Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. CONCLUSIONS: The role of morningness-eveningness in academic performance in the afternoon shift is examined.

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This study compared the effects of time spent on electronic media devices during nighttime before going to sleep on the sleep-wake cycle, daytime sleepiness, and chronotype in 568 Mexican students (288 girls, mean age = 14.08) attending a double school shift system (287 from morning shift and 281 from afternoon shift). Students completed anonymous self-report questionnaires. Results suggest that high exposure to an electronic media device may have an impact on their sleep-wake cycle, regardless of their school shift. Adolescents from the afternoon shift reported more time spent on devices. Those from the morning shift reported daytime sleepiness with the use of MP3 player, and from the afternoon shift with the use of computer, MP3 player, and television. Both school shifts reported an intermediate chronotype with all electronic media devices, but the afternoon shift with a tendency towards eveningness with the use of the computer, smartphone, and MP3 player.

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OBJECTIVE: The current study aimed to determine the differences between sleep-wake habits and circadian preference in Mexican adolescents attending classes at a morning shift or an afternoon shift. METHODS: The sample consisted of 568 students of a secondary school in Reynosa, northeastern Mexico, of whom 280 were boys and 288 were girls (mean age 14.08 ± 0.72 years, age range 13-16 years). In the morning shift, 287 students attend classes on a schedule from 7:30 to 13:00 and the afternoon shift, 281 students, on a schedule from 13:20 to 19:00. Students completed a general information questionnaire, the Sleep Timing Questionnaire and the Spanish version of the Morningness-Eveningness Questionnaire. RESULTS: The adolescents who attended the morning shift had earlier bedtime and waking time, but shorter sleep duration than those who attended the afternoon shift. Those oriented to eveningness had later bedtime, waking time, and a shorter sleep duration than those oriented to morningness. Two interactions were found between school shift and chronotype. First, with regard to waking time during weekdays, students who attended the afternoon shift and were oriented to eveningness woke up later than those who attended the morning shift and were oriented to eveningness; during weekdays, there were no differences between the waking time of morning-type and evening-type students who attended the morning shift. Second, with regard to sleep duration on weekdays, students who attended the morning shift and were oriented to eveningness had the shortest sleep duration. Furthermore, there were no differences between sleep duration on weekdays in evening-type and morning-type students of the afternoon shift. CONCLUSION: Adolescents who attend classes in the morning shift and are oriented to eveningness are the most sleep deprived. Those who attend the afternoon shift will have optimal sleep duration, regardless of their circadian preference.

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