Person:
Díaz Morales, Juan Francisco

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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
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2012 - 201992020 - 202312
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Now showing 1 - 10 of 21
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    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.
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    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.
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    Sleep habits and circadian preferences in school-aged children attending a Mexican double-shift school system
    (Sleep Medicine, 2021) Arrona-Palacios, Arturo; Díaz Morales, Juan Francisco; Adan, Ana
    Objective: To determine the differences between sleep habits and circadian preference in school-aged children attending a Mexican double-shift school system. Methods: This cross-sectional study consisted of 400 elementary public-school children (mean age = 10.77, SD = 0.70 y, from 4th, 5th and 6th grades) in Reynosa, Tamaulipas, in northeastern Mexico. Attending a double-shift school system: 200 from the morning shift and 200 in the afternoon shift. Specific questions regarding sleep habits were collected and for circadian preference, the Morningness-Eveningness Scale for Children (MESC) was used. Results: Multivariate analysis reported no sex differences. Children attending at the morning shift during weekdays rose earlier, reported shorter time in bed and earlier midpoint of sleep than those in the afternoon shift. On weekends, morning shift children went to bed later than afternoon shift. Morning shift reported greater social jetlag, shorter average sleep length and more sleep deficit than afternoon shift. During weekdays and weekends evening type children went to bed later, rose later and reported later midpoint of sleep. Also, evening type reported more social jetlag than morning types. Conclusion: This study suggests that early school start times can have a detrimental effect on Mexican children. Moreover, the morning shift children may be at more risk of poor health due to the higher social jetlag, as well as a higher tendency to be sleep deprived. On the other hand, the afternoon shift represents an important social environment that allows children to follow their natural physiological needs and a more optimal sleep health.
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    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.
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    Project number: 151
    Innovaciones prácticas y recursos educativos en Psicología Diferencial
    (2022) Díaz Morales, Juan Francisco; Merino Rivera, María Dolores; López Núñez, María Inmaculada; Perakakis, Pandelis; Álvarez Gutiérrez, Mateo; González García, María del Carmen
    El proyecto de innovación docente ha tenido como objetivo desarrollar metodologías docentes para la enseñanza de la asignatura Psicología Diferencial, del Grado de Psicología de la Universidad Complutense de Madrid. Se pretendió incorporar nuevas metodologías docentes innovadoras junto con los recursos educativos que los desarrollasen de un modo didáctico. Por un lado, se desarrollaron innovaciones prácticas y/o aplicadas en la enseñanza de los cinco grandes bloques temáticos de la asignatura (Historia, concepto y ámbito; Metodología; Sistema Afectivo-Motivacional (Personalidad), Sistema Cognitivo (Inteligencia) y Sistema Ambiental; Origen de las diferencias individuales; Grupos, tipología y estilos), y por otro se creó un banco de recursos docentes para el profesorado de la asignatura.
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    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.
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    Sleep habits, circadian preference and substance use in a Mexican population: The use of the Morningness-Eveningness-Stability-Scale improved (MESSi)
    (Chronobiology International, 2020) Arrona-Palacios, Arturo; Díaz Morales, Juan Francisco; Adan, Ana; Randler, Christoph
    This study aimed to validate the Morningness-Eveningness-Stability-Scale improved (MESSi) in Mexico, analyzing the factor structure and sleep habits, combined with the proposal of cut-off values for the scales, and to assess the relationship with substance use. We applied the questionnaires through an online survey to a total sample of 510 Mexicans, aged 18-77 years (M = 27.79, SD = 10.24). The MESSi showed an acceptable fit and the Cronbach’s alpha coefficients were good to satisfactory in the Mexican sample in every subscale: Morning Affect (MA, α = 0.90), Eveningness (EV, α = 0.88), Distinctness (DI, α = 0.80). In order to obtain a better interpretation of the MESSi subscales we decided to propose cut-off points corresponding to the 25th-75th percentile. The categories were depicted as: strong trait presence, intermediate trait presence and weak trait presence. When applying the cut-off points for the MESSi sub-scales, with Morning Affect (MA), strong-types went to bed and woke up earlier and had more sleep than weak-types during weekdays and weekends and reported less social jetlag. For Eveningness (EV), strong-types went to bed and woke up later than weak-types on weekdays and weekends. Also, strong-types had a shorter time in bed during weekdays but not on weekends and reported more social jetlag. Lastly with Distinctness (DI), the results reported that those with a strong-type showed greater amplitude on weekdays and weekends. Furthermore, the MESSi scale found that evening people consumed more alcohol and tobacco. Our study supported the validity and reliability of the MESSi in a Mexican population and the relationship between eveningness and substance consumption. Furthermore, the proposed cut-off scores for the MESSi sub-scales add a novel approach for the measurement and interpretation of the scale.
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    Project number: 220
    Instrumentos de evaluación del género: edición de un catálogo
    (2020) Díaz Morales, Juan Francisco; Parra Robledo, Zaida; Dávila De León, María Celeste; Vallellano Pérez, María Dolores
    El propósito del proyecto de innovación fue generar una segunda versión del catálogo de las medidas de género (escalas, inventarios, test, etc.) que se habían recopilado en un proyecto de innovación anterior (convocatoria 2019/2020), dando así continuidad al trabajo realizado. Se creó una segunda versión del catálogo que ya es un recurso didáctico de referencia para el alumnado que cursa el Máster Universitario Oficial en Estudios de Género, así como para cualquier estudiante de otros Másteres Oficiales que desee incorporar la perspectiva del género en sus trabajos e investigaciones.
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    Relaciones de pareja: grado de semejanza y bienestar
    (2021) Díaz Morales, Juan Francisco; Parra Robledo, Zaida
    El presente trabajo incluye parte del material de enseñanza utilizado en las actividades prácticas de la asignatura Psicología Diferencial (Grado en Psicología, Facultad de Psicología, Universidad Complutense de Madrid). La práctica “Grado de sincronía en tiempos y semejanza de género en parejas” se enmarca en el bloque de trabajo relacionado con la evaluación e investigación en estilos de personalidad y temperamento del programa de la asignatura Psicología Diferencial, en donde se considera como unidad de análisis la diada para el estudio de las diferencias interindividuales e intergrupales. En este material de enseñanza se describen los principales procedimientos y técnicas para calcular el grado de semejanza en parejas. Tras una breve introducción (1), se describe brevemente la relevancia del estudio de las relaciones de parejas como unidad de análisis (2), las teorías sobre emparejamiento selectivo (3), para posteriormente describir con ejemplos las principales técnicas estadísticas para calcular el grado de semejanza en parejas: puntuaciones diferenciales (4), correlaciones (5), parejas reales vs. aleatorias (6), perfil de semejanza (7), patrón de semejanza (8), modelo de precisión social (9), semejanza en perfiles intercambiables (10), el modelo de interdependencia actor-pareja (11), y un ejemplo extraído de una publicación en la que se usó en modelo de interdependencia actor-pareja (12). Finalmente, unas conclusiones (13) y la bibliografía (14).
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    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