Objectives: The aims of the current study were to 1) investigate the effect of one night of total sleep deprivation (SD) on the level of trust in social interactive environment; 2) explore whether and how Need for Closure (NFC) moderated the SD-trust relationship. Methods: Between-group experimental design with a pre-test habitual sleep week and a 3-day experimental protocol was conducted at the Sleep Lab located at The Education University of Hong Kong (EdUHK). Twenty participants with age ranging from 18 to 30 years, ethnic Chinese and capable to read Chinese were recruited. The pre-test habitual sleep week required participants to complete a sleep diary and wear an actigraph. On the first day of experiment, participants completed a series of self-administered questionnaires and were asked to sleep at home for at least 8 hours and get up before 09:00 in the next morning. On day 2, participants were randomly assigned to either the SD group or the Sleep Control (SC) group. The SD group underwent one night of SD in the laboratory, whereas the SC group was required to be in bed from 23:00-8:00 at home. On day 3, cognitive-affective tasks and the Trust Game were administered at 09:20 for all participants. Results: In support of the hypotheses, 1) there was statistically significant difference in the level of trust between the SD group and the SC group; 2) NFC moderated the relationship between SD and trust level. Conclusion: This study showed that 24 hours of SD were sufficient to alter trust behaviors, and individuals with high NFC were particularly vulnerable to such effects. Potential mechanisms and implications of the SD effects on trust were discussed, and future research directions were proposed to further elucidate the impact of sleep loss on social functioning. All rights reserved.
|Qualification||Master of Social Sciences|
|Publication status||Published - 2017|
- Sleep deprivation
- Mental fatigue
- Need for Closure
- Trust decision making
- Trust game
- Theses and Dissertations
- Thesis (M.Soc.Sc(Psy))--The Education University of Hong Kong, 2017.