Morningness-Eveningness and Educational Outcomes: The Lark Has an Advantage over the Owl at High School

Autor/inn/en	Preckel, Franzis; Lipnevich, Anastasiya A.; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; Konen, Tanja; Mursin, Katharina; Roberts, Richard D.
Titel	Morningness-Eveningness and Educational Outcomes: The Lark Has an Advantage over the Owl at High School
Quelle	In: British Journal of Educational Psychology, 83 (2013) 1, S.114-134 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2011.02059.x
Schlagwörter	High School Students; Foreign Countries; Grade 9; Grade 10; Predictor Variables; Time Factors (Learning); Academic Achievement; School Schedules; Cognitive Tests; Test Validity; Grade Point Average; Science Achievement; Language Arts; Cognitive Ability; Student Motivation; Gender Differences; Physiology; Questionnaires; Sleep; Fatigue (Biology); Student Characteristics; English (Second Language); Correlation; Parent Attitudes; Drug Use; Eating Habits; Hierarchical Linear Modeling; Predictive Validity; Mathematics Achievement; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Schulleistung; Schulzeiteinteilung; Kognitiver Fähigkeitstest; Testvalidität; Sprachkultur; Denkfähigkeit; Schulische Motivation; Geschlechterkonflikt; Physiologie; Fragebogen; Schlaf; Fatigue; Ermüdung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Elternverhalten; Drug consumption; Substance abuse; Drogenkonsum; Ernährungsgewohnheit; Essgewohnheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Deutschland
Abstract	Background: Chronotype refers to individuals' preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. Aims: The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark-Owl Chronotype Indicator. Sample: The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students. Method: Students were assessed in class via self-report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype. Results: Eveningness was a significant (negative) predictor of overall grade point average (GPA), math-science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent-ratings and behavioural data. Conclusions: 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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10