ParentsNCT05049499
Long-term Academic and Psychosocial Impact of Child's Sleep: Parental Influences
An observational study of Parents and School-age Children, run by National University of Singapore at 1 site in Singapore.
Trial summary
The proposed longitudinal project aims to understand parental influences on children's sleep and will investigate the effect of sleep-related parental factors - (1) parents' value of their children's sleep relative to other activities, (2) parental involvement in setting children's sleep habits and enforcing good… Read more about this study
- Who is it for?
- Ages 7 to 12 yearsHealthy volunteers can take part
- Conditions the study is for
- Parents, School-age Children, Sleep
- How many people
- 104 participants
- Where
- 1 siteSingapore
- Study dates
- 8 Jan 2021to 31 Dec 2027
- Phase
- Observational
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 7 to 12 years
- All sexes
- Healthy volunteers accepted
- Child
Study population: School-age children (between 7 and 12 years old) in Singapore
Who may be able to join
- Is aged between 7 and 12 years
- Is a Singaporean
- Is English-speaking
- Is not on any long-term medications
- Has no known medical conditions that could affect sleep (e.g. asthma)
- Has no history of psychiatric or neurological disorders
- Has no history of sleep problems / disorders
Who cannot join
- The reverse of the inclusion criteria
Trial locations and contacts
1 site in 1 country.
About this study
The proposed longitudinal project aims to understand parental influences on children's sleep and will investigate the effect of sleep-related parental factors - (1) parents' value of their children's sleep relative to other activities, (2) parental involvement in setting children's sleep habits and enforcing good sleep hygiene, and (3) parent's own sleep habits - on school-age children's sleep, mental health, socio-emotional resilience, and academic/cognitive performance. It will also investigate the impact of social economic status on these sleep -related parental factors.
Read the detailed description
Parents can influence their children's sleep in various ways. However, existing studies on parental factors of school-aged children's sleep have seldom moved beyond sleep hygiene and the relationships between parent and child's sleep patterns. A potential factor that has been overlooked is parents' value of their children's sleep - whether they value their children's sleep and prioritise it over other activities, e.g. studying or watching TV. Another variable to consider is the social economic status (SES) of the household, which can influence these parental factors.
The proposed longitudinal project will investigate the impact of SES on several sleep-related parental factors and the effects these parental factors have on children's sleep, mental health, socio-emotional resilience, and academic/cognitive performance. The project will involve school-age children in Singapore (baseline age: 7-12 years) at two time points, time 1 (T1) and time 2 (T2), one year apart.
At each timepoint, children's sleep will be assessed with actigraphy for 1 school week. This will be followed by a lab visit during which sleep-related parental factors, as well as the children's sleep, academic and cognitive performance, socio-emotional resilience, and mental health will be assessed. Lab visits will be scheduled at the end of the school week in the morning and early afternoon so that neurobehavioural functions can be captured during typical school hours.
Investigators hypothesise that parents from low SES households will value their child's sleep less, and therefore, allow their child to trade a larger amount of sleep for other activities. Parents from low SES households will also enforce good sleep hygiene less, and sleep less themselves. Children from low SES households will thus have shorter sleep duration, more sleep disturbance, poorer mental health, poorer socio-emotional resilience, and poorer academic and cognitive performance.
- Conditions
- Parents, School-age Children, Sleep, Academic Achievements, Mental Well-being
- Medical subject headings
- Psychological Well-Being
What is being measured
The primary outcome is the main question the study is designed to answer.
Number of minutes of sleep allowed to be traded for studying on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for studying on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for studying on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for studying on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for social media on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for social media on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for social media on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for social media on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for gaming on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for gaming on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for gaming on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for gaming on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
Measured: At year 2
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
Measured: At year 1
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
Measured: At year 2
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
Measured: At year 1
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
Measured: At year 2
Parent-set bedtime on weekdays
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
Measured: At year 1
Parent-set bedtime on weekdays
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
Measured: At year 2
Parent-set bedtime on weekends
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
Measured: At year 1
Parent-set bedtime on weekends
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
Measured: At year 2
Parent-set wake time on weekdays
Parents will indicate whether they allow their children to decide their own wake times on weekdays
Measured: At year 1
Parent-set wake time on weekdays
Parents will indicate whether they allow their children to decide their own wake times on weekdays
Measured: At year 2
Parent-set wake time on weekends
Parents will indicate whether they allow their children to decide their own wake times on weekends
Measured: At year 1
Parent-set wake time on weekends
Parents will indicate whether they allow their children to decide their own wake times on weekends
Measured: At year 2
Child's usage of electronic device 1 hour before bedtime
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
Measured: At year 1
Child's usage of electronic device 1 hour before bedtime
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
Measured: At year 2
Noise during child's sleep time
Questions include:
Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
Measured: At year 1
Noise during child's sleep time
Questions include:
Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
Measured: At year 2
Temperature in the bedroom during child's sleep time
Questions include:
Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
Measured: At year 1
Temperature in the bedroom during child's sleep time
Questions include:
Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
Measured: At year 2
Darkness of the bedroom during child's sleep time
Questions include:
How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
Measured: At year 1
Darkness of the bedroom during child's sleep time
Questions include:
How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
Measured: At year 2
Child's daily caffeine consumption
Parents will indicate the average amount of caffeine their child typically consumes each day.
Measured: At year 1
Child's daily caffeine consumption
Parents will indicate the average amount of caffeine their child typically consumes each day.
Measured: At year 2
Parents' work schedule assessed by what time parent's leave for work
Parents will report the time they usually leave the house for work.
Measured: At year 1
Parents' work schedule assessed by what time parent's leave for work
Parents will report the time they usually leave the house for work.
Measured: At year 2
Parents' work schedule assessed by what time parent's reach home
Parents will report the time they usually reach home after work.
Measured: At year 1
Parents' work schedule assessed by what time parent's reach home
Parents will report the time they usually reach home after work.
Measured: At year 2
Parents' bedtime on weekdays
Parents will report the time they usually go to bed on weekdays.
Measured: At year 1
Parents' bedtime on weekdays
Parents will report the time they usually go to bed on weekdays.
Measured: At year 2
Parents' bedtime on weekends
Parents will report the time they usually go to bed on weekends.
Measured: At year 1
Parents' bedtime on weekends
Parents will report the time they usually go to bed on weekends.
Measured: At year 2
Parents' wake time on weekdays
Parents will report the time they usually wake up on weekdays.
Measured: At year 1
Parents' wake time on weekdays
Parents will report the time they usually wake up on weekdays.
Measured: At year 2
Parents' wake time on weekends
Parents will report the time they usually wake up on weekends.
Measured: At year 1
Parents' wake time on weekends
Parents will report the time they usually wake up on weekends.
Measured: At year 2
Parents' sleep duration on weekdays
Parents will report their usual sleep duration on weekdays.
Measured: At year 1
Parents' sleep duration on weekdays
Parents will report their usual sleep duration on weekdays.
Measured: At year 2
Parents' sleep duration on weekends
Parents will report their usual sleep duration on weekends.
Measured: At year 1
Parents' sleep duration on weekends
Parents will report their usual sleep duration on weekends.
Measured: At year 2
Child's time in bed as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 1
Child's time in bed as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 2
Child's total sleep time as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 1
Child's total sleep time as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 2
Child's sleep efficiency as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 1
Child's sleep efficiency as measured by actigraphy
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Measured: At year 2
Child's subjective sleep quality
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
Measured: At year 1
Child's subjective sleep quality
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
Measured: At year 2
Child's bedtime on weekdays as reported by parents
Parents will report their child's usual bedtime on weekdays.
Measured: At year 1
Child's bedtime on weekdays as reported by parents
Parents will report their child's usual bedtime on weekdays.
Measured: At year 2
Child's bedtime on weekends as reported by parents
Parents will report their child's usual bedtime on weekends.
Measured: At year 1
Child's bedtime on weekends as reported by parents
Parents will report their child's usual bedtime on weekends.
Measured: At year 2
Child's wake time on weekdays as reported by parents
Parents will report their child's usual wake time on weekdays.
Measured: At year 1
Child's wake time on weekdays as reported by parents
Parents will report their child's usual wake time on weekdays.
Measured: At year 2
Child's wake time on weekends as reported by parents
Parents will report their child's usual wake time on weekends.
Measured: At year 1
Child's wake time on weekends as reported by parents
Parents will report their child's usual wake time on weekends.
Measured: At year 2
Child's sleep duration on weekdays as reported by parents
Parents will report their child's usual sleep duration on weekdays.
Measured: At year 1
Child's sleep duration on weekdays as reported by parents
Parents will report their child's usual sleep duration on weekdays.
Measured: At year 2
Child's sleep duration on weekends as reported by parents
Parents will report their child's usual sleep duration on weekends.
Measured: At year 1
Child's sleep duration on weekends as reported by parents
Parents will report their child's usual sleep duration on weekends.
Measured: At year 2
Frequency of child's sleep-related problems
The sum of the reported frequency (0 = never; 1 = < 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include:
Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
Measured: At year 1
Frequency of child's sleep-related problems
The sum of the reported frequency (0 = never; 1 = < 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include:
Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
Measured: At year 2
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Number of attention lapses (>500ms)
Measured: At year 1
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Number of attention lapses (>500ms)
Measured: At year 2
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Median reaction time
Measured: At year 1
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Median reaction time
Measured: At year 2
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Standard deviation of reaction time
Measured: At year 1
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Standard deviation of reaction time
Measured: At year 2
Child's academic performance
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
Measured: At year 1
Child's academic performance
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
Measured: At year 2
Child's daytime sleepiness
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
Measured: At year 1
Child's daytime sleepiness
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
Measured: At year 2
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 1
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 2
Child's socio-emotional resilience assessed by the child's ability to make friends
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 1
Child's socio-emotional resilience assessed by the child's ability to make friends
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 2
Child's socio-emotional resilience assessed by the child's ability to empathise
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 1
Child's socio-emotional resilience assessed by the child's ability to empathise
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Measured: At year 2
Child's depression symptoms
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Measured: At year 1
Child's depression symptoms
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Measured: At year 2
Child's anxiety symptoms
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Measured: At year 1
Child's anxiety symptoms
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Measured: At year 2
Child's internalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 1
Measured: At year 1
Child's internalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 2
Measured: At year 2
Child's externalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 1.
Measured: At year 1
Child's externalising behaviour
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 2
Measured: At year 2
Child's age
Parents will report child's age at Time 1
Measured: At year 1
Child's age
Parents will report child's age at Time 2
Measured: At year 2
Child's gender
Parents will report child's gender.
Measured: At year 1
Child's ethnicity
Parents will report child's ethnicity.
Measured: At year 1
Parents' age
Parents will report their ages at Time 1
Measured: At year 1
Parents' age
Parents will report their ages at Time 2
Measured: At year 2
Parents' education level
Parents will report their education level at Time 1
Measured: At year 1
Parents' education level
Parents will report their education level at Time 2
Measured: At year 2
Parents' marital status
Parents will report their marital status at Time 1
Measured: At year 1
Parents' marital status
Parents will report their marital status at Time 2
Measured: At year 2
Socioeconomic status assessed by the type of accommodation
Parents will report the type of accommodation they are living in at Time 1
Measured: At year 1
Socioeconomic status assessed by the type of accommodation
Parents will report the type of accommodation they are living in at Time 2
Measured: At year 2
Socioeconomic status assessed by monthly household income
Parents will report their monthly household income at Time 1
Measured: At year 1
Socioeconomic status assessed by monthly household income
Parents will report their monthly household income at Time 2
Measured: At year 2
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Sep 2021
- Study start8 Jan 2021
- Primary completion31 Dec 2026 (estimated)
- Study completion31 Dec 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for ParentsStudies of the same condition, open and under way.
- More trials run by National University of SingaporeThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Cohort
- Time perspective
- Prospective
- Enrolment
- 104 participants (actual)
Sponsor and investigators
- Lead sponsor
- National University of Singapore
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, June Chi Yan Lo, National University of Singapore
- Investigators
- June Chi Yan Lo, Ph.D., Principal investigator, National University of Singapore
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05049499
- Sponsor's protocol ID
- LAPICS
- Status last verified
- Apr 2026
- First submitted
- 30 Aug 2021
- Last updated
- 13 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 13 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Long-term Academic and Psychosocial Impact of Child's Sleep: Parental Influences
- ClinicalTrials.gov ID
- NCT05049499
- Acronym / sponsor ID
- LAPICS
- Conditions
- Parents, School-age Children, Sleep, Academic Achievements, Mental Well-being
- Study type
- Observational
- Recruitment status
- Active, not recruiting
- Enrolment
- 104 participants (actual)
- Lead sponsor
- National University of SingaporeUniversity, hospital or other
- Study start
- 8 Jan 2021 (actual)
- Primary completion
- 31 Dec 2026 (estimated)
- Study completion
- 31 Dec 2027 (estimated)
- First posted
- 20 Sep 2021 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The proposed longitudinal project aims to understand parental influences on children's sleep and will investigate the effect of sleep-related parental factors - (1) parents' value of their children's sleep relative to other activities, (2) parental involvement in setting children's sleep habits and enforcing good sleep hygiene, and (3) parent's own sleep habits - on school-age children's sleep, mental health, socio-emotional resilience, and academic/cognitive performance. It will also investigate the impact of social economic status on these sleep -related parental factors.
Detailed description
Parents can influence their children's sleep in various ways. However, existing studies on parental factors of school-aged children's sleep have seldom moved beyond sleep hygiene and the relationships between parent and child's sleep patterns. A potential factor that has been overlooked is parents' value of their children's sleep - whether they value their children's sleep and prioritise it over other activities, e.g. studying or watching TV. Another variable to consider is the social economic status (SES) of the household, which can influence these parental factors.
The proposed longitudinal project will investigate the impact of SES on several sleep-related parental factors and the effects these parental factors have on children's sleep, mental health, socio-emotional resilience, and academic/cognitive performance. The project will involve school-age children in Singapore (baseline age: 7-12 years) at two time points, time 1 (T1) and time 2 (T2), one year apart.
At each timepoint, children's sleep will be assessed with actigraphy for 1 school week. This will be followed by a lab visit during which sleep-related parental factors, as well as the children's sleep, academic and cognitive performance, socio-emotional resilience, and mental health will be assessed. Lab visits will be scheduled at the end of the school week in the morning and early afternoon so that neurobehavioural functions can be captured during typical school hours.
Investigators hypothesise that parents from low SES households will value their child's sleep less, and therefore, allow their child to trade a larger amount of sleep for other activities. Parents from low SES households will also enforce good sleep hygiene less, and sleep less themselves. Children from low SES households will thus have shorter sleep duration, more sleep disturbance, poorer mental health, poorer socio-emotional resilience, and poorer academic and cognitive performance.
Study design
- Observational model
- Cohort
- Time perspective
- Prospective
Who may qualify
- Ages
- 7 to 12 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
- Study population
- School-age children (between 7 and 12 years old) in Singapore
Key inclusion criteria (7 listed)
- Is aged between 7 and 12 years
- Is a Singaporean
- Is English-speaking
- Is not on any long-term medications
- Has no known medical conditions that could affect sleep (e.g. asthma)
Key exclusion criteria (1 listed)
- The reverse of the inclusion criteria
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Primary outcome
Number of minutes of sleep allowed to be traded for studying on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
Number of minutes of sleep allowed to be traded for studying on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekdays
Number of minutes of sleep allowed to be traded for studying on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
Number of minutes of sleep allowed to be traded for studying on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for studying (including homework and tuition) on weekends
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekdays
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
Number of minutes of sleep allowed to be traded for co-/extra-curricular activities on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for co-/extra-curricular activities on weekends
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekdays
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
Number of minutes of sleep allowed to be traded for interacting face to face with family / friends on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for interacting face to face with family / friends on weekends
Number of minutes of sleep allowed to be traded for social media on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
Number of minutes of sleep allowed to be traded for social media on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekdays
Number of minutes of sleep allowed to be traded for social media on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
Number of minutes of sleep allowed to be traded for social media on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for social media on weekends
Number of minutes of sleep allowed to be traded for gaming on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
Number of minutes of sleep allowed to be traded for gaming on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekdays
Number of minutes of sleep allowed to be traded for gaming on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
Number of minutes of sleep allowed to be traded for gaming on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for gaming on weekends
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
Number of minutes of sleep allowed to be traded for watching TV / videos on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekdays
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
Number of minutes of sleep allowed to be traded for watching TV / videos on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for watching TV / videos on weekends
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekdays
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekdays
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Time frame: At year 1
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
Number of minutes of sleep allowed to be traded for other activities (non-listed) on weekends
Time frame: At year 2
Parents will indicate the number of minutes they allow their child to sleep less in exchange for more time for other activities (not already listed above) on weekends
Parent-set bedtime on weekdays
Time frame: At year 1
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
Parent-set bedtime on weekdays
Time frame: At year 2
Parents will indicate whether they allow their children to decide their own bedtimes on weekdays
Parent-set bedtime on weekends
Time frame: At year 1
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
Parent-set bedtime on weekends
Time frame: At year 2
Parents will indicate whether they allow their children to decide their own bedtimes on weekends
Parent-set wake time on weekdays
Time frame: At year 1
Parents will indicate whether they allow their children to decide their own wake times on weekdays
Parent-set wake time on weekdays
Time frame: At year 2
Parents will indicate whether they allow their children to decide their own wake times on weekdays
Parent-set wake time on weekends
Time frame: At year 1
Parents will indicate whether they allow their children to decide their own wake times on weekends
Parent-set wake time on weekends
Time frame: At year 2
Parents will indicate whether they allow their children to decide their own wake times on weekends
Child's usage of electronic device 1 hour before bedtime
Time frame: At year 1
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
Child's usage of electronic device 1 hour before bedtime
Time frame: At year 2
Parents will indicate whether their child uses any electronic device 1 hour before going to bed
Noise during child's sleep time
Time frame: At year 1
Questions include: Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
Noise during child's sleep time
Time frame: At year 2
Questions include: Is your home noisy during his/her sleep time? (Not noisy, A little noisy, Noisy) Does your child take his/her phone into the bedroom close to bed time? (Yes, No, N.A) Does your child put his/her phone on silent mode or switch it off before going to bed? (Yes, No, N.A.)
Temperature in the bedroom during child's sleep time
Time frame: At year 1
Questions include: Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
Temperature in the bedroom during child's sleep time
Time frame: At year 2
Questions include: Is any of the following cooling devices used in his/her room during his/her sleep time? (Air conditioner, Electric fan, Both air conditioner and electric fan, Neither air conditioner nor electric fan) What is the average temperature of his/her room during his/her sleep time? (°C)
Darkness of the bedroom during child's sleep time
Time frame: At year 1
Questions include: How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
Darkness of the bedroom during child's sleep time
Time frame: At year 2
Questions include: How dark is his/her room during his/her sleep time? (1. Very bright, 2. Moderately bright, 3. Average, 4. Moderately dark, 5. Entirely or almost entirely dark) If your child's bedroom is not completely dark during bedtime, what are the types of light source that are present in his/her bedroom? (The bedroom is completely dark, Room light / Nightlight, Light from another room inside the house, Light from outside the house)
Child's daily caffeine consumption
Time frame: At year 1
Parents will indicate the average amount of caffeine their child typically consumes each day.
Child's daily caffeine consumption
Time frame: At year 2
Parents will indicate the average amount of caffeine their child typically consumes each day.
Parents' work schedule assessed by what time parent's leave for work
Time frame: At year 1
Parents will report the time they usually leave the house for work.
Parents' work schedule assessed by what time parent's leave for work
Time frame: At year 2
Parents will report the time they usually leave the house for work.
Parents' work schedule assessed by what time parent's reach home
Time frame: At year 1
Parents will report the time they usually reach home after work.
Parents' work schedule assessed by what time parent's reach home
Time frame: At year 2
Parents will report the time they usually reach home after work.
Parents' bedtime on weekdays
Time frame: At year 1
Parents will report the time they usually go to bed on weekdays.
Parents' bedtime on weekdays
Time frame: At year 2
Parents will report the time they usually go to bed on weekdays.
Parents' bedtime on weekends
Time frame: At year 1
Parents will report the time they usually go to bed on weekends.
Parents' bedtime on weekends
Time frame: At year 2
Parents will report the time they usually go to bed on weekends.
Parents' wake time on weekdays
Time frame: At year 1
Parents will report the time they usually wake up on weekdays.
Parents' wake time on weekdays
Time frame: At year 2
Parents will report the time they usually wake up on weekdays.
Parents' wake time on weekends
Time frame: At year 1
Parents will report the time they usually wake up on weekends.
Parents' wake time on weekends
Time frame: At year 2
Parents will report the time they usually wake up on weekends.
Parents' sleep duration on weekdays
Time frame: At year 1
Parents will report their usual sleep duration on weekdays.
Parents' sleep duration on weekdays
Time frame: At year 2
Parents will report their usual sleep duration on weekdays.
Parents' sleep duration on weekends
Time frame: At year 1
Parents will report their usual sleep duration on weekends.
Parents' sleep duration on weekends
Time frame: At year 2
Parents will report their usual sleep duration on weekends.
Child's time in bed as measured by actigraphy
Time frame: At year 1
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's time in bed as measured by actigraphy
Time frame: At year 2
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's total sleep time as measured by actigraphy
Time frame: At year 1
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's total sleep time as measured by actigraphy
Time frame: At year 2
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's sleep efficiency as measured by actigraphy
Time frame: At year 1
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's sleep efficiency as measured by actigraphy
Time frame: At year 2
Participants will wear an actiwatch (Actiwatch 2, Philips Respironics) around the wrist of their non-dominant hand for one week during school term. Data will be collected at 30-second resolution.
Child's subjective sleep quality
Time frame: At year 1
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
Child's subjective sleep quality
Time frame: At year 2
Participants will report their subjective sleep quality using an item modified from the Pittsburgh Sleep Quality Index - "How would you rate the quality of your sleep last night?" ("Very good" / "Fairly good" / "Fairly bad" / "Very bad").
Child's bedtime on weekdays as reported by parents
Time frame: At year 1
Parents will report their child's usual bedtime on weekdays.
Child's bedtime on weekdays as reported by parents
Time frame: At year 2
Parents will report their child's usual bedtime on weekdays.
Child's bedtime on weekends as reported by parents
Time frame: At year 1
Parents will report their child's usual bedtime on weekends.
Child's bedtime on weekends as reported by parents
Time frame: At year 2
Parents will report their child's usual bedtime on weekends.
Child's wake time on weekdays as reported by parents
Time frame: At year 1
Parents will report their child's usual wake time on weekdays.
Child's wake time on weekdays as reported by parents
Time frame: At year 2
Parents will report their child's usual wake time on weekdays.
Child's wake time on weekends as reported by parents
Time frame: At year 1
Parents will report their child's usual wake time on weekends.
Child's wake time on weekends as reported by parents
Time frame: At year 2
Parents will report their child's usual wake time on weekends.
Child's sleep duration on weekdays as reported by parents
Time frame: At year 1
Parents will report their child's usual sleep duration on weekdays.
Child's sleep duration on weekdays as reported by parents
Time frame: At year 2
Parents will report their child's usual sleep duration on weekdays.
Child's sleep duration on weekends as reported by parents
Time frame: At year 1
Parents will report their child's usual sleep duration on weekends.
Child's sleep duration on weekends as reported by parents
Time frame: At year 2
Parents will report their child's usual sleep duration on weekends.
Frequency of child's sleep-related problems
Time frame: At year 1
The sum of the reported frequency (0 = never; 1 = < 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include: Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
Frequency of child's sleep-related problems
Time frame: At year 2
The sum of the reported frequency (0 = never; 1 = < 1 time per month, 2 = 1-2 times per month, 3 = 1-2 times per week, 4 = ≥ 3 times per week) at which their child experiences various sleep-related problems. Statements/questions include: Difficulty falling asleep; Anxious or afraid when falling asleep; Repetitive rocking movements or head banging while falling asleep; Startled or jerky movements of body parts while asleep; Sweating frequently during the night; Sudden awakening during sleep; Breathing difficulty during sleep; Mouth breathing during sleep; Breath holding or pausing during sleep; Lips turning blue while asleep; Frequent position changes while asleep Sleeping in prone position with buttocks up and neck extended; Teeth grinding during sleep; Bed wetting during sleep; Sleep talking; Nightmares; Waking up in the early morning and unable to fall back asleep; Dry mouth in the morning; Did he/she have any other sleep problems?
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 1
Number of attention lapses (>500ms)
Sustained attention assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 2
Number of attention lapses (>500ms)
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 1
Median reaction time
Median reaction time assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 2
Median reaction time
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 1
Standard deviation of reaction time
Standard deviation of reaction time assessed with the 5-minute Psychomotor Vigilance Task
Time frame: At year 2
Standard deviation of reaction time
Child's academic performance
Time frame: At year 1
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
Child's academic performance
Time frame: At year 2
Parents will respond to two questions: "how well do you feel your child is performing at school" and "combining across all subjects, what is your child's typical overall grade in school".
Child's daytime sleepiness
Time frame: At year 1
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
Child's daytime sleepiness
Time frame: At year 2
Child's daytime sleepiness will be indicated by the total score of the Pediatric Daytime Sleepiness Scale.
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Time frame: At year 1
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's socio-emotional resilience assessed by the child's ability to accept responsibility and to regulate his/her emotion
Time frame: At year 2
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's socio-emotional resilience assessed by the child's ability to make friends
Time frame: At year 1
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's socio-emotional resilience assessed by the child's ability to make friends
Time frame: At year 2
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's socio-emotional resilience assessed by the child's ability to empathise
Time frame: At year 1
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's socio-emotional resilience assessed by the child's ability to empathise
Time frame: At year 2
Parents will fill in the Social-Emotional Assets and Resilience Scales-Parent form (SEARS-P), which consists of 39 items. The total score of each subscale will be used to respectively indicate the child's ability to regulate his / her emotion and accept responsibility, make friends, and empathise.
Child's depression symptoms
Time frame: At year 1
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Child's depression symptoms
Time frame: At year 2
Parents will report the frequency at which their child experiences each of the 10 depression symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Child's anxiety symptoms
Time frame: At year 1
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Child's anxiety symptoms
Time frame: At year 2
Parents will report the frequency at which their child experiences each of the 15 anxiety symptoms on the 25-item Revised Child Anxiety and Depression Scale.
Child's internalising behaviour
Time frame: At year 1
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 1
Child's internalising behaviour
Time frame: At year 2
Parents will complete the Child Behaviour Checklist that assesses their child's internalising behaviour at Time 2
Child's externalising behaviour
Time frame: At year 1
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 1.
Child's externalising behaviour
Time frame: At year 2
Parents will complete the Child Behaviour Checklist that assesses their child's externalising behaviour at Time 2
Child's age
Time frame: At year 1
Parents will report child's age at Time 1
Child's age
Time frame: At year 2
Parents will report child's age at Time 2
Child's gender
Time frame: At year 1
Parents will report child's gender.
Child's ethnicity
Time frame: At year 1
Parents will report child's ethnicity.
Parents' age
Time frame: At year 1
Parents will report their ages at Time 1
Parents' age
Time frame: At year 2
Parents will report their ages at Time 2
Parents' education level
Time frame: At year 1
Parents will report their education level at Time 1
Parents' education level
Time frame: At year 2
Parents will report their education level at Time 2
Parents' marital status
Time frame: At year 1
Parents will report their marital status at Time 1
Parents' marital status
Time frame: At year 2
Parents will report their marital status at Time 2
Socioeconomic status assessed by the type of accommodation
Time frame: At year 1
Parents will report the type of accommodation they are living in at Time 1
Socioeconomic status assessed by the type of accommodation
Time frame: At year 2
Parents will report the type of accommodation they are living in at Time 2
Socioeconomic status assessed by monthly household income
Time frame: At year 1
Parents will report their monthly household income at Time 1
Socioeconomic status assessed by monthly household income
Time frame: At year 2
Parents will report their monthly household income at Time 2
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Apr 2026.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
June Chi Yan Lo, Ph.D. principal investigator
National University of Singapore
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Parents and School-age Children, run by National University of Singapore at 1 site in Singapore.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 7 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: under way, not looking for participants, as of the sponsor's last update on 13 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Singapore. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Number of minutes of sleep allowed to be traded for studying on weekdays (time frame: At year 1). The study lists 122 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Apr 2026.