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

Preckel, Franzis; Lipnevich, Anastasiya A.; Boehme, Katharina Luisa; Brandner, Lena; Georgi, Karsten; Könen, Tanja; Mursin, Katharina; Roberts, Richard D.

doi:10.1111/j.2044-8279.2011.02059.x

Cited by 103 publications

(88 citation statements)

References 79 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, other studies found no significant associations between daytime tiredness and academic performance in high school pupils (Preckel et al, 2013). Another reason for the reduced learning discipline in eveningness may be the fact that the higher general cognitive ability associated with eveningness might result in a reduced perceived necessity to apply learning strategies.…”

Section: Discussionmentioning

confidence: 97%

See 1 more Smart Citation

Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing

Hahn

Spinath

et al. 2015

Personality and Individual Differences

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 97%

“…Responses were given on a six-point Likert-type response scale ranging from 1 (never) to 6 (always). The LOCI has been validated using parent-ratings and behavioral data (Preckel et al, 2013).…”

Section: Locimentioning

confidence: 99%

Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing

Hahn

Spinath

et al. 2015

Personality and Individual Differences

View full text Add to dashboard Cite

“…Perhaps because significant correlations have been found between morningness-eveningness and several psychological traits [10][11][12][13][14], the classification of chronotypes has attracted great attention from social scientists. As of February 2016, Horne and Östberg's original publication was the article with the highest number of citations of any article retrieved by the keyword "circadian" in the Web of Science database (produced by Thomson Reuters, New York, NY).…”

Section: Introductionmentioning

confidence: 99%

Variability of behavioral chronotypes of 16 mammalian species under controlled conditions

Refinetti

Wassmer

Basu

et al. 2016

Physiology & Behavior

View full text Add to dashboard Cite

This is an author-produced, peer-reviewed version of this article. © 2016, Elsevier. Licensed under the Creative Commons AttributionNonCommercial-No Derivatives 4.0 License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by-nc-nd/ 4.0/ . The final, definitive version of this document can be found online at Physiology & Behavior, doi: 10.1016/j.physbeh.2016 Publication Information Refinetti, Roberto. (2016) E-mail address: refinetti@circadian.org (R. Refinetti). AbstractHuman chronotypes (differences in preference for early or late rising each day) have been extensively studied in recent years, but no attempt has been made to compare human chronotypes with the chronotypes of other animal species. We evaluated behavioral chronotypes in 16 mammalian species along a body size gradient of five orders of magnitude (from mice to cattle). Individuals of all species were studied under a 12L:12D photoperiod in a thermoneutral environment with food and water available at all times. Rhythms of locomotor activity were analyzed for onset time, acrophase, and robustness. Neither of these rhythmic parameters was significantly related to body size, but onset time and acrophase varied considerably from species to species, thus characterizing diurnal and nocturnal species. Chronotype spreads ranged from less than an hour in sheep to almost 24 hours in cats, thus extending both below and above the human chronotype spread of 6 hours. The variability of chronotype (as quantified by the standard deviation of group means) was much larger between species than within species and also larger between individuals of a species than within individuals on consecutive days. These results help situate the matter of human chronotypes within the broader context of variability in the phase angle of entrainment of circadian rhythms in animals.

show abstract

“…A study in Spain showed for students aged 12-16 years evening types performed significantly worse than other chronotypes (Escribano et al 2012). In Germany, eveningtype students in high school showed significantly more use of stimulants and depressants associated with managing sleep such as coffee, cola, alcohol and nicotine when compared with morning-type students (Preckel et al 2013). In Baden-Württemberg, a study found highly significant differences in Abitur scores (used for German university entrance) with evening types having lower performance (Randler and Frech 2006).…”

Section: Other Educational Considerationsmentioning

confidence: 99%

Synchronizing education to adolescent biology: ‘let teens sleep, start school later’

Kelley

Lockley

Foster

et al. 2014

Learning, Media and Technology

View full text Add to dashboard Cite

Arne Duncan, US Secretary of State for Education, tweeted in 2013: 'let teens sleep, start school later'. This paper examines early starts and their negative consequences in the light of key research in the last 30 years in sleep medicine and circadian neuroscience. An overview of the circadian timing system in adolescence leading to changes in sleep patterns is given and underpins the conclusion that altering education times can both improve learning and reduce health risks. Further research is considered from education, sleep medicine and neuroscience studies illustrating these improvements. The implementation of later starts is briefly considered in light of other education interventions to improve learning. Finally, the impact of introducing research-based later starts synchronized to adolescent biology is considered in practical and policy terms.Keywords: education; adolescence; school start times; circadian; sleep deprivation; learning; health Introduction Time is a fundamental variable in human biology and in education, yet currently the two disciplines measure time in different ways. For the educator, student development is defined by age and the daily timetable by social conventions that vary between countries, regions and even individual schools. In contrast, biological time is measured in developmental changes in the body, and over the day by our internal biological clock. It is no surprise given the relative novelty of mechanical clocks in evolutionary timescales that our ability to function optimally, including in learning, varies with biological time rather than conventional social times.

show abstract

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

Abstract: Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.

Cited by 103 publications

References 79 publications

Predicting students’ learning strategies: The contribution of chronotype over personality

Predicting students’ learning strategies: The contribution of chronotype over personality

Variability of behavioral chronotypes of 16 mammalian species under controlled conditions

Synchronizing education to adolescent biology: ‘let teens sleep, start school later’

Contact Info

Product

Resources

About