Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings

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dc.contributor.authorArrrona-Palacios, Arturo
dc.contributor.authorDíaz Morales, Juan Francisco
dc.date.accessioned2024-01-17T08:34:18Z
dc.date.available2024-01-17T08:34:18Z
dc.date.issued2018-01-01
dc.description.abstractBackground. 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.
dc.description.departmentDepto. de Psicología Social, del Trabajo y Diferencial
dc.description.facultyFac. de Psicología
dc.description.refereedTRUE
dc.description.sponsorshipMinisterio de Economía, Industria y Competitividad (España)
dc.description.statuspub
dc.identifier.citationArrona‐Palacios, A., & Díaz‐Morales, J. F. (2018). Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings. British Journal of Educational Psychology, 88(3), 480-498.
dc.identifier.doi10.1111/bjep.12196
dc.identifier.officialurlhttps://bpspsychub.onlinelibrary.wiley.com/doi/full/10.1111/bjep.12196
dc.identifier.urihttps://hdl.handle.net/20.500.14352/93514
dc.issue.number3
dc.journal.titleBritish Journal of Educational Psychology
dc.language.isoeng
dc.page.final498
dc.page.initial480
dc.publisherWiley-Blackwell
dc.relation.projectIDPSI2016-76552
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordMorningness-Eveningness
dc.subject.keywordAcademic performance
dc.subject.keywordAfternoon school shift
dc.subject.keywordIntelligence
dc.subject.keywordSleep duration
dc.subject.keywordSex/gender
dc.subject.ucmPsicología (Psicología)
dc.subject.unesco61 Psicología
dc.titleMorningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number88
dspace.entity.typePublication
relation.isAuthorOfPublication141dbe08-d980-4120-ad98-89f87a8f2d83
relation.isAuthorOfPublication.latestForDiscovery141dbe08-d980-4120-ad98-89f87a8f2d83
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