Rubens, Sonia LynneEvans, Spencer C.Becker, Stephen P.Fite, Paula J.Tountas, Andrea M.2018-09-142018-09-142016-07-22Sonia L. Rubens, Spencer C. Evans, Stephen P. Becker, Paula J. Fite, Andrea M. Tountas Child Psychiatry Hum Dev. 2017 Jun; 48(3): 455–467. doi: 10.1007/s10578-016-0672-1https://hdl.handle.net/1808/26727This study investigated the relationship between self-reported time in bed and sleep quality in association with self-reported internalizing and externalizing symptoms in a sample of 285 elementary school students (52% female) recruited from a rural Midwestern elementary school. Path models were used to estimate proposed associations, controlling for grade level and gender. Curvilinear associations were found between time in bed and anxiety, depressive symptoms, and irritability. Marginal curvilinear trends were found between time in bed and emotion dysregulation, reactive aggression, and proactive aggression. Sleep quality was negatively associated with anxiety, depressive symptoms, irritability, reactive aggression, and delinquency engagement. Gender and grade differences were found across models. Findings suggest that examining self-reported time in bed (both linear and quadratic) and sleep quality is important for understanding internalizing and externalizing symptoms associated with sleep in school-age youth. Incorporating self-reported sleep assessments into clinical practice and school-based evaluations may have implications for a child’s adjustment.Sleep qualityTime in BedInternalizing problemsExternalizing problemsChildrenArticle10.1007/s10578-016-0672-1PMC6047356openAccess