“…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.…”