Skip to main content

YDDC Current Research Projects

Ad Sleep - The Adolescent Sleep Project

Funded by the National Science Foundation and the National Institutes of Health (PI:Yip), The Ad Sleep Project is a 4-year longitudinal investigation of how stressimpacts health and academic outcomes and development through sleep processes. As part of this project, a diverse sample of nearly 400 adolescents from several New York City public high schools wore wrist actigraphs to collect data on sleep behaviors and patterns for 2 weeks, once every year for 4 years. In addition, participants completed biannual surveys, and daily diaries to provide information on their demographics and daily stress, activities and feelings. The Ad Sleep Project explores how sleep serves as a mediating pathway between stress and health and academic outcomes.

 

College Stress Study

Funded by an Interdisciplinary and a Faculty Research Grants (PI: Yip & Smith), this project explores the physiological embodiment of stress. This study includes a sample of over 700 diverse college students who completed a preliminary demographic survey, and a subsample of over 200 students who completed an experimental manipulation of stress in the research lab. As part of the experimental study, participants were exposed to vignettes depicting varying degrees of stress. A psychological monitor (Biopac), assess real-time heart-rate and skin response reactions to the vignettes. In addition, participants provide salivary and hair cortisol samples. The College Stress Study explores how real-time responses to stress vary by sociodemographic and physiological variables, with an aim of unpacking health and academic disparities.

 

FUSS – The Fordham University Sleep Study

Funded by a Fordham Faculty Research Grant (PI:Yip), FUSS explores how sleep patterns change and develop during and after the college transition. This study begins data collection during freshman orientation to capture the development of sleep patterns as soon as students arrive at campus. Teasing apart sociodemographic and environmental impacts of sleep behavior, this study explores systematic differences by ethnicity/race, age, gender, 1st-generation college students, SES, and commuters versus on-campus residents. As part of this study, participants wear a wrist actigraph for 2 weeks, and complete daily reports of activities, feelings and behaviors. In addition, participants also provide hair and dried blood spot samples to measure physiological stress and biological functioning. FUSS is designed to investigate how sleep behaviors and patterns in college impact the downstream development of health disparities.
 

The Effects of Stress and Sleep Disturbance on the Wellbeing and Academic Outcomes of Minority Youth

Dr. Yip began work in 2015 on a four year study funded by the National Science Foundation which follows African American and Hispanic students from the 9th to the 12th grade. The study aims to understand the social and sleep-related pathways associated with minority adolescents’ experiences of discrimination, health and academic outcomes. The study design is similar to the YES project. Participants answer three longer surveys each year and participate in a two week daily diary mini-study. During this two week period they wear Motionlogger actigraph watches to monitor their sleep and physical activity and complete nightly surveys about their activities and mood.

 

YES - Youth Experiences Study

From 2008-2010, Dr. Yip and colleagues oversaw a longitudinal study of 400 New York adolescents. The study, funded by the National Institute of Health, recruited participants of diverse ethnic backgrounds from several high schools in the area. Students completed three longer surveys each year, as well as a one week mini-study. During that week, participants answered a nightly survey of their activities and mood that day. They were also beeped at random on phones distributed by the researchers five times during the day and prompted to answer questions about their feelings at that moment. The daily diary design of the YES project, allowed for investigation of how ethnic identity development, school context, and other factors affected everyday developmental outcomes including mood and academic engagement.