Circadian typology and style of thinking differences

Fabbri, Marco; Antonietti, Alessandro; Giorgetti, Marisa; Tonetti, Lorenzo; Natale, Vincenzo

doi:10.1016/j.lindif.2007.05.002

Cited by 59 publications

(42 citation statements)

References 16 publications

(20 reference statements)

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“…Using the Style Of Learning And Thinking questionnaire, Fabbri et al (2007) showed that MT is associated with the left-thinking style and ET is associated with the right-thinking style. The leftthinker follows an analytic and sequential mode of reasoning and he/she relies preferably on verbal-abstract representation.…”

Section: Cognitive Stylesmentioning

confidence: 99%

Circadian Typology: A Comprehensive Review

Adán¹,

Archer²,

Hidalgo³

et al. 2012

Chronobiology International

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The interest in the systematic study of the circadian typology (CT) is relatively recent and has developed rapidly in the two last decades. All the existing data suggest that this individual difference affects our biological and psychological functioning, not only in health, but also in disease. In the present study, we review the current literature concerning the psychometric properties and validity of CT measures as well as individual, environmental and genetic factors that influence the CT. We present a brief overview of the biological markers that are used to define differences between CT groups (sleep-wake cycle, body temperature, cortisol, and melatonin), and we assess the implications for CT and adjustment to shift work and jet-lag. We also review the differences between CT in terms of cognitive abilities, personality traits and the incidence of psychiatric disorders. When necessary, we have emphasized the methodological limitations that exist today and suggested some future avenues of work in order to overcome these. This is a new field of interest to professionals in many different areas (research, labor, academic, and clinical) and this review provides a state of the art discussion to allow professionals to integrate chronobiological aspects of human behavior into their daily practice.

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Section: Cognitive Stylesmentioning

confidence: 99%

Circadian Typology: A Comprehensive Review

Adán¹,

Archer²,

Hidalgo³

et al. 2012

Chronobiology International

Self Cite

1,043

855

View full text Add to dashboard Cite

show abstract

“…; Gau, Shang, Merikangas, Chiu, Soong, & Cheng, 2007). Recent research showed that chronotype had a significant influence on school and university achievement (Beşoluk, 2011;Fabbri, Antonietti, Giorgetti, Tonetti, & Natale, 2007;Randler & Frech 2006) with earlier chronotypes being at an advantage. Thus eveningness should be related to DLW.…”

Section: K-12 Distance Learningmentioning

confidence: 99%

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Randler

Horzum

Vollmer

2014

IRRODL

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There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.

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“…The fact that education system appreciates a certain thinking type (i.e. more analytic than creative) may result in the non-use of the creative and innovative thinking style that might exist among evening adolescents (Díaz-Morales, 2007;Díaz-Morales & Escribano, 2013b;Fabbri et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…On the contrary, E-types tend to act out in an independent and nonconforming manner and resist following traditional standards. Using the Style Of Learning And Thinking questionnaire (SOLAT), Fabbri, Antonietti, Giorgetti, Tonetti and Natale (2007) showed that morningness was associated with the left-thinking style whereas eveningness were associated with the right-thinking style. Recent evidence indicates that M-types and left-thinkers reported the highest subjective level of achievement whereas E-types and right thinkers, who are more creative and intuitive, reported the lowest (Díaz-Morales & Escribano, 2013b).…”

Section: Personality Styles and Healthmentioning

confidence: 99%

Consequences of adolescent’s evening preference on school achievement: a review. [Consecuencias de la mayor vespertinidad durante la adolescencia para el funcionamiento psicológico: una revisión]

Díaz‐Morales

Escribano

2014

analesps

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Título: Consecuencias de la mayor vespertinidad durante la adolescencia para el funcionamiento psicológico: una revisión. Resumen: Esta revisión ofrece una visión general sobre los efectos que tiene una mayor vespertinidad durante la adolescencia para el funcionamiento psicológico. Tras una breve introducción sobre la matutinidad/vespertinidad, se presenta una visión general de los cambios que se producen durante la adolescencia en tres grandes áreas: rendimiento escolar, personalidad y salud. Se describen las consecuencias para el rendimiento académico de la mayor vespertinidad durante la adolescencia, considerando los aspectos cognitivos y conativos de la conducta. Aquellos estudiantes que pueden elegir realizar sus tareas en su momento óptimo obtienen un mejor rendimiento. Por otra parte, también se describen los estilos de personalidad y la salud de matutinos y vespertinos como factores relacionados con su adaptación a la escuela y la familia. Por último, se enumeran algunas conclusiones y recomendaciones que pueden mejorar el funcionamiento psicológico de los adolescentes. Palabras clave: vespertinidad; rendimiento académico; adolescencia; jet-lag social; efecto sincronía; hora del día. Abstract:This review provides an overview of the role of circadian preference in psychological functioning of adolescents taking into account their shift to eveningness during this stage of life. After a brief explanation about morningness/eveningness and other terms related, an overview of the changes that occur on three of the most important areas in the adolescent"s life is presented: school performance, personality styles, and health. Consequences of evening preference on school achievement are considered from the analysis of the relevance of sleep debt and time-of-day in cognition and mood aspects. In general, students who are able to choose activity times coinciding with their preferred times may have a greater opportunity to optimize their performance. The personality styles and health of morning and evening types are also important factors related to school and family adaptation. At last, some recommendations and conclusions in order to promote a healthy psychological functioning are described.

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Circadian typology and style of thinking differences

Cited by 59 publications

References 16 publications

Circadian Typology: A Comprehensive Review

Circadian Typology: A Comprehensive Review

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Consequences of adolescent’s evening preference on school achievement: a review. [Consecuencias de la mayor vespertinidad durante la adolescencia para el funcionamiento psicológico: una revisión]

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