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Filipa Almeida, Luís Pires, Catarina Bettencourt, Rita Almeida, Daniel Ruivo Marques, José Leitão & Ana Allen Gomes. (2023) Momentary emotional states in primary school children: combined effects of chronotype X time-of-day. Biological Rhythm Research 54:1, pages 52-69.
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Catarina Bettencourt, Beatriz Tomé, Luís Pires, José Augusto Leitão & Ana Allen Gomes. (2022) Emotional states in adolescents: time of day X chronotype effects while controlling for psychopathological symptoms and sleep variables. Biological Rhythm Research 53:3, pages 478-499.
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Sandra Figueiredo, João Hipólito & Odete Nunes. (2022) Psychometric evaluation of the French version of the children’s chronotype questionnaire: sleep habits and academic performance of native and immigrant children in Luxembourg. Biological Rhythm Research 53:1, pages 135-147.
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Alain E. Reinberg, Laurence Dejardin, Michael H. Smolensky & Yvan Touitou. (2017) Seven-day human biological rhythms: An expedition in search of their origin, synchronization, functional advantage, adaptive value and clinical relevance. Chronobiology International 34:2, pages 162-191.
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Fabio Fabbian, Beatrice Zucchi, Alfredo De Giorgi, Ruana Tiseo, Benedetta Boari, Raffaella Salmi, Rosaria Cappadona, Gloria Gianesini, Erika Bassi, Fulvia Signani, Valeria Raparelli, Stefania Basili & Roberto Manfredini. (2016) Chronotype, gender and general health. Chronobiology International 33:7, pages 863-882.
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Juan F. Díaz-Morales & Cristina Escribano. (2015) Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences. Chronobiology International 32:6, pages 822-831.
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Juan Francisco Díaz-Morales, Cristina Escribano & Konrad S. Jankowski. (2015) Chronotype and time-of-day effects on mood during school day. Chronobiology International 32:1, pages 37-42.
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Articles from other publishers (18)
Arianna D. Cascone, Finnegan Calabro, William Foran, Bart Larsen, Tehila Nugiel, Ashley C. Parr, Brenden Tervo-Clemmens, Beatriz Luna & Jessica R. Cohen. (2023) Brain tissue iron neurophysiology and its relationship with the cognitive effects of dopaminergic modulation in children with and without ADHD. Developmental Cognitive Neuroscience 63, pages 101274.
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Guadalupe Rodríguez Ferrante & María Juliana Leone. (2023) Solar clock and school start time effects on adolescents' chronotype and sleep: A review of a gap in the literature. Journal of Sleep Research.
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Barel Efrat & Tzischinsky Orna. (2022) Sex differences in the sustained attention of elementary school children. BMC Psychology 10:1.
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Joëlle N. Albrecht, Helene Werner, Mei Ling Yaw, Oskar G. Jenni & Reto Huber. (2021) Teachers’ preference for later school start times. Journal of Sleep Research 31:4.
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Guadalupe Rodríguez Ferrante, Andrea Paula Goldin, Mariano Sigman & María Juliana Leone. (2022) Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence. Scientific Reports 12:1.
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Helene Werner, Joëlle N. Albrecht, Natacha Widmer, Daniel Janisch, Reto Huber & Oskar G. Jenni. (2021) Adolescents’ preference for later school start times. Journal of Sleep Research 31:1.
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Kaitlyn M. Berry, Darin J. Erickson, Aaron T. Berger, Kyla Wahlstrom, Conrad Iber, Kelsie M. Full, Susan Redline & Rachel Widome. (2021) Association of Delaying School Start Time With Sleep–Wake Behaviors Among Adolescents. Journal of Adolescent Health 69:5, pages 831-837.
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Salvador Boix Vilella, Eva León Zarceño & Miguel Ángel Serrano Rosa. (2019) Mood, Physical, and Mental Load in Spanish Teachers of Urban School: The Role of Intensive or Split Shift. Education and Urban Society 52:5, pages 759-773.
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Kyla L. Wahlstrom. 2020. Circadian Rhythm Sleep-Wake Disorders. Circadian Rhythm Sleep-Wake Disorders
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Tania Lara, Enrique Molina, Juan Antonio Madrid & Ángel Correa. (2018) Electroencephalographic and skin temperature indices of vigilance and inhibitory control. Psicológica Journal 39:2, pages 223-260.
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Jennifer M. Bowers & Anne Moyer. (2017) Effects of school start time on students’ sleep duration, daytime sleepiness, and attendance: a meta-analysis. Sleep Health 3:6, pages 423-431.
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Giulia Zerbini & Martha Merrow. (2017) Time to learn: How chronotype impacts education. PsyCh Journal 6:4, pages 263-276.
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Heike Itzek-Greulich, Christoph Randler & Christian Vollmer. (2016) The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon. Learning and Individual Differences 51, pages 189-198.
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Anne G. Wheaton, Daniel P. Chapman & Janet B. Croft. (2016) School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature. Journal of School Health 86:5, pages 363-381.
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Cristina Escribano & Juan Francisco Díaz-Morales. (2016) Are achievement goals different among morning and evening-type adolescents?. Personality and Individual Differences 88, pages 57-61.
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Christoph Randler, Pavol Prokop, Subhashis Sahu & Prasun Haldar. (2015) Cross-cultural comparison of seven morningness and sleep-wake measures from Germany, India and Slovakia. International Journal of Psychology 50:4, pages 279-287.
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L. Tonetti, A. Adan, L. Di Milia, C. Randler & V. Natale. (2020) Measures of circadian preference in childhood and adolescence: A review. European Psychiatry 30:5, pages 576-582.
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Vincent van der Vinne, Giulia Zerbini, Anne Siersema, Amy Pieper, Martha Merrow, Roelof A. Hut, Till Roenneberg & Thomas Kantermann. (2014) Timing of Examinations Affects School Performance Differently in Early and Late Chronotypes. Journal of Biological Rhythms 30:1, pages 53-60.
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