Psycho-emotional state and self-reported sleep quality in students with bimodality of the ability to be active in the morning and evening in the sleep—wake cycle

Objective. To assess the features of psycho-emotional indicators and self-reported sleep quality in students with morning and evening phase delay in the sleep—wake cycle. Material and methods. The studies were conducted among 2—4-year students of higher educational institutions aged 17 to 23 (n=950). Using the Sleep—Wake Pattern Assessment Questionnaire (SWPAQ), groups with the greatest tendency to morning and evening delays (M+and E+) or its absence (M– and E–) were identified. Sleep self-assessment was performed using the Sleep Quality, Sleep Hygiene, and Epworth Sleepiness Scale (ESS). The psycho-emotional state was assessed using the anxiety J. Taylor (TMAS) and C.D. Spielberger (STAI) scales, as well as the Eysenck Questionnaire (EPQ). Results. It was shown that the separation of the SWPAQ questionnaire according to the severity of the morning and evening delays confirms the bimodality of the chronotype. Subjects with pronounced morning and evening phase delay showed an overall tendency to higher anxiety as a personality trait. Students with forced daytime activity with a tendency to morning delay additionally show state anxiety and lower self-reported sleep quality; in those with evening delay, these symptoms were absent. Conclusion. The bimodality of the ability to be active in the morning and evening is closely related to the psycho-emotional state and self-reported sleep quality shown in young adult students. These findings are of practical importance for managing educational institutions in the organization of accommodation and the educational process.