目的探讨学龄儿童睡眠障碍的影响因素及生存质量(QOL)状况,以改善学龄儿童睡眠质量并提高其QOL。方法采用分层随机整群抽样的方法抽取2011年1月西安市城区2 027名学龄儿童为研究对象,采用《学龄儿童家庭社会环境与睡眠健康问卷》进行睡眠障碍筛查,其中有睡眠障碍的儿童824例;另选取剩余睡眠正常的学龄儿童800例作为对照。均采用Peds QLTM 4.0 QOL量表中文版进行随访调查,比较睡眠障碍儿童与睡眠正常儿童QOL的差异。结果导致儿童睡眠障碍的主要因素包括扁桃体/腺样体肥大、看电视时间、家人就寝时间、作业负担。1~3年级睡眠障碍儿童情感功能QOL得分高于睡眠正常儿童相应维度得分(P<0.05);4~6年级睡眠障碍儿童生理功能、情感功能、社交功能、学校表现以及QOL总分均低于睡眠正常儿童各维度得分(P<0.05)。其中情感功能QOL得分差异最大,睡眠障碍儿童自评QOL得分虽均高于家长报告得分,但差异均无统计学意义(P均>0.05),正常睡眠儿童自评的生理功能、情感功能、社交功能和学校表现均高于家长报告得分(P均<0.05)。结论学龄儿童睡眠应该得到广泛重视,积极矫治睡眠障碍是提高其生存质量的关键,尤其在情感方面,家长及学校应该给予特别关注。 Objective To explore the influencing factors of sleep disorders and quality of life (QOL) in school-age children in order to improve their sleep quality and improve their QOL. Methods A stratified random cluster sampling method was used to select 2 027 school-age children in Xi’an city as the research object in January 2011. The screening of sleep disorders was conducted by using the questionnaire of “family environment and sleep health of school-age children”, among which sleep disorders 824 cases of children; the other 800 cases of normal school-age children remaining as control. All patients were followed up by the Peds QLTM 4.0 QOL Chinese version to compare QOL differences between children with sleep disorders and normal children. The main factors that lead to sleep disorders in children include tonsil / adenoid hypertrophy, watching TV time, family members’ bedtime and work load. The QOL scores of emotional function in children with sleep disorders in grades 1 ~ 3 were higher than those in normal children (P <0.05). The scores of physical function, emotional function, social function, school performance and QOL in children with sleep disorders from grades 4 to 6 were lower than Scores of children with normal sleep were scored (P <0.05). Among them, QOL scores of emotional dysfunction were the highest in children with sleep disorders, although self-rated QOL scores of children with sleep disorders were higher than parents’ reported scores, but there was no significant difference (P> 0.05), physiological function, emotional function, social Both functional and school performance were higher than parents’ reported scores (all P <0.05). Conclusions The sleep of school-age children should be given extensive attention. Active correction of sleep disorders is the key to improving their quality of life. Especially in the emotional area, parents and schools should pay special attention.