Improving Task Performance: The Relationship Between Morningness and Proactive Thinking¹

Abstract

Proactivity and morningness have been variables of considerable study. Although many studies have examined the impact of either proactivity or morningness on performance, none have examined the impact of both concurrently. This study examines the relationship between proactivity and morningness empirically, as well as their impact on task performance. Using a pre-/post-test design, 189 students received training in proactive thinking. The training was conducted at two different times of day. The results indicate that proactivity and morningness both accounted for a significant portion of the variance in task performance. Also, the training was more effective when conducted at a time consistent with participants' time-of-day preferences.Few figures in American history are more renowned for their observations of human behavior than Benjamin Franklin. Among Franklin's many memorable sayings is one in which he identified a correlation between proactivity and success: ''God helps them who help themselves'' (Bartlett, 1953, p. 134) and another in which he described a relationship between time of day and success when he stated ''The early bird gets the worm'' (Bartlett, 1953, p. 134).These quotes attest to the observable relationships between individual psychological characteristics and successful task performance, particularly proactivity and temporal preference. The present study seeks to examine the relationship between these characteristics empirically, as well as their impact on task performance. Specifically, we study the effects of proactivity and time-of-day preference on student classroom performance to understand better the impact of time preference on training effectiveness.

Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school

“…Many studies document that sleep deprivation negatively affects academic performance and that eveningness types are at risk of sleep deficits and higher daytime sleepiness (e.g., Kirby & Kirby, 2006; Meijer, 2008; Randler & Frech, 2006). Students with eveningness orientation go to bed later but have to wake up early.…”

“…Chronotype, or an individuals’ preference for morning or evening activities, appears to be one of these ‘non‐traditional’ and promising predictors of academic attainment. Recent research has documented statistically meaningful relationships between chronotype and academic performance and demonstrated that eveningness and academic performance are negatively related, whereas morningness and academic performance are positively related (e.g., Giannotti, Cortesi, Sebastiani, & Ottaviano, 2002; Kirby & Kirby, 2006; Randler & Frech, 2006; for a meta‐analysis see Preckel, Lipnevich, Schneider, & Roberts, 2011). However, chronotype has not yet been investigated systematically in concert with variables traditionally conceptualized as predictors of academic performance.…”

“…Students with a proclivity towards eveningness are likely to collect sleep debts over the week (Gau & Soong, 2003; Gau et al ., 2004): Students with a proclivity towards eveningness go to bed later than students with a proclivity towards morningness but they all have to get up at the same time due to the school schedule. Therefore, students with a proclivity towards eveningness report greater daytime sleepiness, which is by itself associated with lower school achievement (Kirby & Kirby, 2006; Meijer, 2008).…”

Chronotype, Risk and Time Preferences, and Financial Behaviour

“…In the literature, Randler [33] reported that morning larks are prone to be more proactive than evening owls, which provides an inspiring starting point. In particular, proactivity is the willingness and capability to alter a situation to make it in one's favour [58], and it can be influential in a wide range of circumstances. For example, a proactive personality connects to job autonomy through self-efficacy [59]; proactive individuals attain more success in careers, earnings [60], and studying performance [61].…”

Why Do Larks Perform Better At School Than Owls? The Mediating Effect Of Conscientiousness

“…Numerous studies reveal a significant relation between circadian preference and academic achievement (e.g., Randler & Frech, 2006). As implied in the above mentioned proverbs, there is accumulating empirical evidence for a positive relation between an early circadian preference (i.e., morningness) and academic achievement and for no or a negative relation between a late circadian preference (i.e., eveningness) and academic achievement (e.g., for meta-analysis, see, Preckel, Lipnevich, Schneider, & Roberts, 2011;Lipnevich, et al, in press;Kirby & Kirby, 2006).…”