Sleep has clear importance for academic success. However, most research in this area has focused on older children and adolescents and has used narrow measures of academic achievement, overlooking the importance of early sleep problems in shaping children's classroom behaviors that support academic success. Using a community sample (N = 276, 50% female), the current study examined associations between parent-reported preschool sleep problems (M_age = 3.84, SD = 0.83) and three dimensions of classroom engagement coded during live classroom observations in the first grade (M_age = 6.72, SD = 0.34). The moderating role of family socioeconomic status (SES) was also considered. A multivariate multilevel model found that more preschool sleep problems were associated with less focused engagement (defined as involvement in academic tasks, such as writing or asking questions), but more competing responses (defined as inappropriate or distracting behaviors). Preschool sleep problems were not associated with task management (defined as preparation for academic tasks, such as locating classroom materials). Although family SES did not moderate any of these associations, higher income-to-needs ratios in preschool were associated with more focused engagement and fewer competing responses. Findings highlight the role of early sleep problems in classroom behaviors that facilitate academic success. Targeting sleep problems prior to the school transition may serve as a useful approach to optimizing learning conditions during this key developmental period.

睡眠对于学业成功具有明显的重要性。然而，该领域的大多数研究都集中在年龄较大的儿童和青少年身上，并且使用了狭隘的学业成绩衡量标准，忽视了早期睡眠问题在塑造支持学业成功的儿童课堂行为方面的重要性。使用社区样本（N  = 276，50% 女性），本研究首先检查了家长报告的学龄前睡眠问题（M_年龄 = 3.84，SD  = 0.83）与课堂参与的三个维度之间的关联等级 ( M_年龄 = 6.72, SD = 0.34)。还考虑了家庭社会经济地位（SES）的调节作用。一个多元多层次模型发现，更多的学龄前睡眠问题与注意力不集中（定义为参与学术任务，如写作或提问）相关，但更多的竞争反应（定义为不适当或分散注意力的行为）。学龄前睡眠问题与任务管理（定义为准备学术任务，例如查找课堂材料）无关。尽管家庭 SES 并没有缓和任何这些关联，但学龄前更高的收入与需求比率与更专注的参与和更少的竞争反应相关。研究结果强调了早期睡眠问题在促进学业成功的课堂行为中的作用。