Morningness-Eveningness Is Not Associated with Academic Performance in the Afternoon School Shift: Preliminary Findings

Autor/inn/en	Arrona-Palacios, Arturo; Díaz-Morales, Juan F.
Titel	Morningness-Eveningness Is Not Associated with Academic Performance in the Afternoon School Shift: Preliminary Findings
Quelle	In: British Journal of Educational Psychology, 88 (2018) 3, S.480-498 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arrona-Palacios, Arturo) ORCID (Díaz-Morales, Juan F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12196
Schlagwörter	School Schedules; Sleep; Intelligence; Academic Achievement; Psychometrics; Measures (Individuals); Gender Differences; Correlation; Secondary School Students; Student Surveys; Adolescents; Foreign Countries; Public Schools; Cognitive Tests; Mexico; SRA Primary Mental Abilities Test + Suchen Sie Ihr Suchwort? Schulzeiteinteilung; Schlaf; Intelligenz; Klugheit; Schulleistung; Psychometry; Psychometrie; Messdaten; Geschlechterkonflikt; Korrelation; Sekundarschüler; Schülerbefragung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Public school; Öffentliche Schule; Kognitiver Fähigkeitstest; Mexiko
Abstract	Background: The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. Aims: The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. Sample: The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). Methods: The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. Results: Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. Conclusions: The role of morningness-eveningness in academic performance in the afternoon shift is examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01