Person:
Díaz Morales, Juan Francisco

First Name

Juan Francisco

Last Name

Díaz Morales

URI

https://hdl.handle.net/20.500.14352/80114

Affiliation

Universidad Complutense de Madrid

Faculty / Institute

Psicología

Department

Psicología Social, Trabajo y Diferencial

Area

Personalidad, Evaluación y Tratamiento Psicológico

Identifiers

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Search Results

Now showing 1 - 9 of 9

Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings
(British Journal of Educational Psychology, 2018) Arrrona-Palacios, Arturo; Díaz Morales, Juan Francisco
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.
Morningness-eveningness and sleep habits among adolescents: age and gender differences
(Psicothema, 2012) Collado Mateo, María José; Díaz Morales, Juan Francisco; Escribano Barreno, Cristina; Delgado Prieto, Pedro; Randler, Christoph
Previous research has indicated the need to use large samples in different cultural contexts in order to clarify age and gender differences on morningness-eveningness and sleep habits. The goal of our research was to study the relationship between morningness-eveningness and sleep habits in a large sample of 2,649 adolescents between 12 and 16 years. The Morningness- Eveningness Scale for Children and an adaptation of the School Sleep Habits Survey measures were used. Results indicated a greater tendency toward eveningness with age and higher eveningness in 13- and 14-year-old girls. Older adolescents claimed later rising time on weekends, later bedtime and shorter sleep length, and greater social jetlag, weekend rise time delay, and weekend bedtime delay. Girls reported earlier rising time on weekdays, later rising time on weekends, longer sleep length on weekends, and greater social jetlag and weekend rising time delay. Lastly, evening oriented adolescents claimed later rising time and bedtime, shorter sleep length on weekdays but longer sleep duration on weekends, and greater social jetlag, weekend rising time delay, and weekend bedtime delay.
Consequences of adolescent's evening preference on psychological functioning: a review
(Anales de Psicología, 2014) Díaz Morales, Juan Francisco; Escribano Barreno, Cristina
This review provides an overview of the role of circadian preference in psychological functioning of adolescents taking into account their shift to eveningness during this stage of life. After a brief explanation about morningness/eveningness and other terms related, an overview of the changes that occur on three of the most important areas in the adolescent‟s life is presented: school performance, personality styles, and health. Consequences of evening preference on school achievement are considered from the analysis of the relevance of sleep debt and time-of-day in cognition and mood aspects. In general, students who are able to choose activity times coinciding with their preferred times may have a greater opportunity to optimize their performance. The personality styles and health of morning and evening types are also important factors related to school and family adaptation. At last, some recommendations and conclusions in order to promote a healthy psychological functioning are described.
Chronotype and time-of-day effects on mood during school day
(Chronobiology international, 2015) Díaz Morales, Juan Francisco; Escribano Barreno, Cristina; Jankowski, Konrad S
Existing evidence suggests an association between mood, time-of-day and Morningness-Eveningness (M-E). Since few studies have been carried out among adolescents, in this study daily mood fluctuations were analyzed in the naturalistic school context during two days in order to test how chronotype and time-of-day are related to mood during the school schedule period and check if sleep length is involved in the above relation. A sample of 655 adolescents (12-16 years) reported mood levels (current level of pleasantness) three times during school day (8:10-8:30 h, 10:20-11:40 h, 13:50-14:10 h). They also reported M-E preference and time in bed. Neither age nor sex was related to mood. However, the results indicated that regardless of chronotype mood increased throughout the school day from the lowest morning levels. Moreover, morning types showed better mood compared to other chronotypes, while evening types exhibited the lowest mood. Evening oriented students slept less than other chronotypes, but time in bed was not involved in the relationship between chronotype and mood. These results suggest that it is not shortened sleep duration responsible for decreased mood in evening oriented students.
Matutinidad-vespertinidad y ansiedad rasgo en adolescentes
(Anales de Psicología, 2013) Collado Mateo, María José; Díaz Morales, Juan Francisco; Escribano Barreno, Cristina; Delgado Prieto, Pedro
El objetivo de este trabajo fue estudiar la relación entre la matutinidad-vespertinidad y la ansiedad rasgo en adolescentes. La muestra estaba formada por 638 adolescentes de 12 a 14 años. Se midió la matutinidadvespertinidad mediante la Escala de Matutinidad-Vespertinidad para Niños, MESC (Carskadon, Vieira y Acebo, 1993) y la ansiedad rasgo mediante el Inventario de Ansiedad Estado-Rasgo para niños, STAIC (Spielberger, Edwards, Lushene, Montuori y Platzek, 1973; Spielberger, Edwards y Lushene, 1990). Los resultados indicaron que las chicas eran más vespertinas, que la vespertinidad aumentaba con la edad y una relación negativa entre matutinidad y ansiedad rasgo. Aquellos adolescentes más vespertinos obtuvieron una mayor ansiedad rasgo, posiblemente debido a un mayor desajusteentre los ritmos biológicos y sociales (horarios escolares matutinos
Chronotype, gender, and time for sex
(Chronobiology international, 2014) Jankowski, Konrad S; Díaz Morales, Juan Francisco; Randler, Christoph
The study aimed at testing chronotype and gender differences in the time of day when humans feel the greatest need for sex and the time of day they actually undertake sexual activity. A Polish sample of 565 participants aged between 18 and 57 was tested. In females, regardless of chronotype, the greatest need for sex occurred between 18:00 and 24:00, but a secondary peak appeared in morning types at 6:00-9:00. In males, the greatest need for sex occurred either in the morning or evening: in evening types at 9:00-12:00 and 18:00-3:00; in neither types at 6:00-9:00 and 18:00-24:00; in morning types at 6:00-12:00 and 18:00-24:00. Considering time of day when subjects were undertaking sexual activity most frequently, this appeared between 18:00-24:00 for all the participants, and prolonged until 3:00 at night in evening type males. Morningness preference was more strongly related to the timing of need for sex than to the timing of actual sexual activity (r = -.275 vs. r = -.174), while the timing of desire and the timing of sexual activity were positively, but moderately related (r = .320).
Circadian preference and relationship satisfaction among three types of couples
(Chronobiology International, 2019) Díaz Morales, Juan Francisco; Parra-Robledo, Zaida; Escribano Barreno, Cristina
Mate selection is part of a growing interest in the study of processes by which couples are established, consolidated and/or separated. Similarity in psychological traits has been related to the well-being of couples, but given the possible effect of temporal convergence, it is necessary to control for the relationship length and whether or not both members of the couple live together. The aim of this study was to analyse the association between Morningness/Eveningness (M/E) similarity and relationship satisfaction in young-dating-non-cohabiting, young-married-cohabiting and old-married-cohabiting couples. Participants included 357 heterosexual couples (357 women and 357 men) with a mean age of 38.42 years (SD = 13.11; age range between 19 and 69) who completed M/E (Composite Scale of Morningness; Smith, Reilly, & Midkiff, 1989) and relationship satisfaction measures (Comprehensive Marital Satisfaction Scale; Blum & Mehrabian, 1999). Similarity in M/E was positively related to greater relationship satisfaction in both young cohabiting and non-cohabiting couples. In women, their own M/E was related to their own relationship satisfaction, whereas the level of relationship satisfaction in men was related to their partner’s M/E. This relationship was observed in young-married-cohabiting couples. M/E similarity may operate differently as a function of the relationship stage.
Morningness-eveningness and sociosexuality: Evening females are less restricted than morning ones
(Personality and Individual Differences, 2014) Jankowski, Konrad S; Díaz Morales, Juan Francisco; Vollmer, Christian; Randler, Christoph
Sociosexual orientation is a construct describing the propensity to engage in casual sex and sexual activity in uncommitted relationships, varying from restricted to unrestricted orientation. The personality profile of people exhibiting unrestricted sociosexuality matches a personality profile related to eveningness. Previous research on sociosexuality and morningness–eveningness is scarce, however, and conducted only with male participants. The present study aimed at testing whether eveningness is related to unrestricted sociosexuality in both genders. Participants were 352 (62.8% female) Poles aged between 17 and 57. They completed the reduced morningness–eveningness Questionnaire and the revised Sociosexual Orientation Inventory, consisting of three facets: behavior, attitude, and desire. The results revealed that females were more restricted than males in all facets of sociosexuality. Moreover, in both genders older age was related to less restricted behavior and attitude. Analyses showed that morningness– eveningness was unrelated to sociosexuality in males, but in females eveningness was linked to less restricted global sociosexuality .Eveningness in females could be regarded as a contributory factor to the instability of romantic relationships and high-risk sexual behaviors.
Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences
(Chronobiology international, 2015) Díaz Morales, Juan Francisco; Escribano Barreno, Cristina
Adolescents in high school suffer from circadian misalignment, undersleeping on weekdays and oversleeping on weekends. Since high schools usually impose early schedules, adolescents suffer from permanent social jetlag and thus are a suitable population to study the effects of social jetlag on both academic and cognitive performance. In this study, 796 adolescents aged 12 to 16 reported information about their sleep habits, morningness-eveningness, cognitive abilities and grade point average. Time in bed on both weekdays and weekends were not related to cognitive abilities, and only time in bed on weekdays was related to academic achievement. Social jetlag was negatively related to academic achievement, cognitive abilities (except for vocabulary and verbal fluency abilities) and general cognitive ability (g), whereas morningness-eveningness was slightly positively related to academic achievement and marginally negatively related to inductive reasoning. Results separated by sex/gender indicated that social jetlag may be more detrimental to girls’ performance, as it was negatively related to a greater number of cognitive abilities and grade point average.