Morningness–Eveningness and College Advising: A Road to Student Success?

Abstract

In addressing the challenges faced by E-type (evening-type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well-being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness-eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.While research focused on issues related to morningness-eveningness, or chronotype, in college populations is relatively recent, the existence of individual differences in temporal preferences for cognitive and behavioral tasks has been understood for some time. E-types, those preferring evening hours, have been found to differ significantly from M-types, those preferring morning hours, in areas like times of peak alertness and performance as well as scheduling for favored class times and other activities. These differences have been found to reflect an underlying circadian rhythmicity that is tied to both endogenous and exogenous factors (e.g., Cofer et al.