Psychoemotional State and Self-Reported Sleep Quality in Students with Bimodality of the Ability to Be Active in the Morning and Evening in the Sleep–Waking Cycle

Objective. To evaluate the characteristics of psychoemotional indicators and self-assessment of sleep in people of student age with morning and evening phase lag in the sleep–waking cycle. Materials and methods. The study was conducted among year 2–4 students at higher education institutions, aged 17–23 years (n = 950). Groups with the greatest tendency to morning and evening lag (M+ and E+) or its absence (M- and E-) were identified using the sleep–wake pattern assessment questionnaire (SWPAQ). Self-assessment of sleep was conducted using sleep quality assessment scales, sleep hygiene, and the Epworth Sleepiness Scale (ESS). Psychoemotional status was assessed using the Taylor Anxiety Scale (TMAS) and the Spielberger Anxiety Inventory (STAI), as well as the Eysenck Personality Questionnaire (EPQ). Results. Grouping using the Sleep–Wake Pattern Assessment Questionnaire (SWPAQ) to assess the severity of morning and evening lag was found to confirm chronotype bimodality. Individuals with marked morning and evening phase delays showed an overall tendency toward increased anxiety as a personality trait. Students with forced daytime activity and a tendency toward morning lag additionally exhibited situational anxiety and a deterioration in sleep self-assessments, while these complaints were absent in those with evening lag. Conclusion. The bimodality of the ability to be active in the morning and evening was closely associated with psychoemotional status and self-assessment of sleep quality, as demonstrated in the student population. These results have practical significance for the management of educational institutions in relation to the organization of housing and the educational process.