{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,20]],"date-time":"2026-05-20T15:52:38Z","timestamp":1779292358483,"version":"3.51.4"},"reference-count":32,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2025,10,8]],"date-time":"2025-10-08T00:00:00Z","timestamp":1759881600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Clocks &amp; Sleep"],"abstract":"<jats:p>Academic performance in adolescence is influenced by both cognitive capacity and physiological factors such as sleepiness. However, the interaction between these dimensions remains understudied. This pilot study examined whether daytime sleepiness moderates the relationship between working memory and academic achievement in a sample of 601 schoolchildren aged 11 to 17 years. Participants completed a digital visuospatial working memory task and self-reported their daytime sleepiness using the Pediatric Daytime Sleepiness Scale (PDSS). Academic performance was assessed through official grades in Mathematics, Language, and Literature. Regression analyses showed that working memory (total score and average reaction time) and daytime sleepiness were independent predictors of academic performance. These findings support our hypotheses that cognitive and physiological factors each contribute to school success. However, no significant moderation effects were found in the full sample. Subgroup analyses revealed that working memory predicted academic outcomes only among students with normal sleepiness levels, whereas in high-sleepiness students, cognitive predictors lost significance and PDSS scores emerged as the dominant predictor. These results suggest that elevated daytime sleepiness can undermine the positive impact of working memory on academic performance. The findings highlight the importance of assessing both cognitive skills and physiological readiness when evaluating students. They also suggest that sleep-focused interventions may improve learning outcomes, especially during adolescence.<\/jats:p>","DOI":"10.3390\/clockssleep7040057","type":"journal-article","created":{"date-parts":[[2025,10,8]],"date-time":"2025-10-08T14:06:53Z","timestamp":1759932413000},"page":"57","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Does Daytime Sleepiness Moderate the Relationship Between Working Memory and Academic Performance in Schoolchildren? A Pilot Study"],"prefix":"10.3390","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3786-7447","authenticated-orcid":false,"given":"Sergey","family":"Malykh","sequence":"first","affiliation":[{"name":"Developmental Behavioral Genetics Laboratory, Psychological Institute of Russian Academy of Education, 125009 Moscow, Russia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3228-9289","authenticated-orcid":false,"given":"Valeriia","family":"Demareva","sequence":"additional","affiliation":[{"name":"Cyberpsychology Laboratory, Faculty of Social Sciences, Lobachevsky State University of Nizhny Novgorod, 603950 Nizhny Novgorod, Russia"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2025,10,8]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"275","DOI":"10.1177\/0165025416635284","article-title":"Children\u2019s Sleep and Academic Achievement: The Moderating Role of Effortful Control","volume":"41","author":"Diaz","year":"2017","journal-title":"Int. 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