Circadian preference and academic achievement in school-aged students: a systematic review and a longitudinal investigation of reciprocal relations

References

• Arrona-Palacios A, Díaz-Morales JF. 2018. Morningness-eveningness is not associated with academic performance in the afternoon school shift: preliminary findings. Br J Educ Psychol. 88(3):480–498. eng. doi:10.1111/bjep.12196
   PubMed Web of Science ®Google Scholar
• Adan A, Archer SN, Hidalgo MP, Di Milia L, Natale V, Randler C. 2012. Circadian typology: a comprehensive review. Chronobiol Int. 29(9):1153–1175. eng. doi:10.3109/07420528.2012.719971
   PubMed Web of Science ®Google Scholar
• Alfonsi V, Palmizio R, Rubino A, Scarpelli S, Gorgoni M, D’Atri A, Pazzaglia M, Ferrara M, Giuliano S, De Gennaro L. 2020. The association between school start time and sleep duration, sustained attention, and academic performance. Nat Sci Sleep. 12:1161–1172.eng. doi:10.2147/NSS.S273875
   PubMed Web of Science ®Google Scholar
• Arbabi T, Vollmer C, Dörfler T, Randler C. 2015. The influence of chronotype and intelligence on academic achievement in primary school is mediated by conscientiousness, midpoint of sleep and motivation. Chronobiol Int. 32(3):349–357. eng. doi:10.3109/07420528.2014.980508
   PubMed Web of Science ®Google Scholar
• Beşoluk Ş. 2011. Morningness–eveningness preferences and university entrance examination scores of high school students. Pers Indiv Differ. 50(2):248–252. doi:10.1016/j.paid.2010.09.038
   Web of Science ®Google Scholar
• Borisenkov MF, Perminova EV, Kosova AL. 2010. Chronotype, sleep length, and school achievement of 11- to 23-year-old students in northern European Russia. Chronobiol Int. 27(6):1259–1270. eng. doi:10.3109/07420528.2010.487624
   PubMed Web of Science ®Google Scholar
• Boschloo A, Ouwehand C, Dekker S, Lee N, De Groot R, Krabbendam L, Jolles J. 2012. The relation between breakfast skipping and school performance in adoLescents. Mind Brain Educ. 6(2):81–88. doi:10.1111/j.1751-228x.2012.01138.x
   Web of Science ®Google Scholar
• Biesanz JC. 2012. Autoregressive longitudinal models. In: Hoyle RH, editor. Handbook of structural equation modeling. New York (NY): Guilford Press; p. 459–471.
   Google Scholar
• Brookhart SM, Guskey TR, Bowers AJ, McMillan JH, Smith JK, Smith LF, Welsh ME. 2016. A century of grading research: meaning and value in the most common educational measure. RER. 86(4):803–848. doi:10.3102/0034654316672069
   Web of Science ®Google Scholar
• Cohen-Zion M, Shiloh E. 2018. Evening chronotype and sleepiness predict impairment in executive abilities and academic performance of adolescents. Chronobiol Int. 35(1):137–145. eng. doi:10.1080/07420528.2017.1387792
   PubMed Web of Science ®Google Scholar
• Cavallera GM, Giudici S. 2008. Morningness and eveningness personality: a survey in literature from 1995 up till 2006. Pers Indiv Differ. 44:3–21. doi:10.1016/j.paid.2007.07.009
   Web of Science ®Google Scholar
• Chen FF. 2007. Sensitivity of goodness of fit indexes to lack of measurement invariance. Struct Equ Model. 14(3):464–504. doi:10.1080/10705510701301834
   Web of Science ®Google Scholar
• Díaz-Morales JF, Escribano C. 2013a. Circadian preference and thinking styles: implications for school achievement. Chronobiol Int. 30(10):1231–1239. eng. doi:10.3109/07420528.2013.813854
   PubMed Web of Science ®Google Scholar
• Díaz-Morales JF, Escribano C. 2013b. Predicting school achievement: the role of inductive reasoning, sleep length and morningness–eveningness. Pers Indiv Differ. 55(2):106–111. doi:10.1016/j.paid.2013.02.011
   Web of Science ®Google Scholar
• Duarte J, Nelas P, Chaves C, Ferreira M, Coutinho E, Cunha M. 2014. Sleep-wake patterns and their influence on school performance in Portuguese adolescents. Atención Primaria. 46:160–164. doi:10.1016/S0212-6567(14)70085-X
   PubMedGoogle Scholar
• Díaz-Morales JF, Escribano C. 2015. Social jetlag, academic achievement and cognitive performance: understanding gender/sex differences. Chronobiol Int. 32(6):822–831. eng. doi:10.3109/07420528.2015.1041599
   PubMed Web of Science ®Google Scholar
• Dimitriou D, Le Cornu Knight F, Milton P. 2015. The role of environmental factors on sleep patterns and school performance in adolescents. Front Psychol. 6:1717.eng. doi:10.3389/fpsyg.2015.01717
   PubMed Web of Science ®Google Scholar
• Eberspach L, Fenske G, Groten SC, Neufeldt LE, Scherrer V, Preckel F. 2016. Why do larks perform better at school than owls? The mediating effect of conscientiousness. IOJES. 8:5. doi:10.15345/iojes.2016.05.002
   Google Scholar
• Eccles JS, Adler JT, Futterman R, Goff SB, Kaczala CM, Meece JL, Midgley C. 1983. Expectancies, values, and academic behaviors. In: Spence JT, editor. Achievement and achievement motivation. San Francisco (CA): Freeman; p. 75–146.
   Google Scholar
• Escribano C, Díaz-Morales JF, Delgado P, Collado MJ. 2012. Morningness/eveningness and school performance among Spanish adolescents: further evidence. Learn Individ Differ. 22(3):409–413. doi:10.1016/j.lindif.2011.12.008
   Web of Science ®Google Scholar
• Escribano C, Díaz-Morales JF. 2016. Are achievement goals different among morning and evening-type adolescents? Pers Indiv Differ. 88:57–61. doi:10.1016/j.paid.2015.08.032
   Web of Science ®Google Scholar
• Estevan I, Silva A, Tassino B. 2018. School start times matter, eveningness does not. Chronobiol Int. 35(12):1753–1757. eng. doi:10.1080/07420528.2018.1504785
   PubMed Web of Science ®Google Scholar
• Eccles JS, Wigfield A. 2020. From expectancy-value theory to situated expectancy-value theory: a developmental, social cognitive, and sociocultural perspective on motivation. Contemp Educ Psychol. 61:101859. doi:10.1016/j.cedpsych.2020.101859
   Web of Science ®Google Scholar
• Eder F 1998. Linzer Fragebogen zum Schul-und Klassenklima für die 8.-13. Klasse (LFSK 8-13). Göttingen: Hogrefe.
   Google Scholar
• Ehlert U. 2003. Lehrbuch der Verhaltensmedizin [Textbook on behavioral medicine]. Heidelberg: Springer.
   Google Scholar
• Goldin AP, Sigman M, Braier G, Golombek DA, Leone MJ. 2020. Interplay of chronotype and school timing predicts school performance. Nat Hum Behav. 4(4):387–396. eng. doi:10.1038/s41562-020-0820-2
   PubMed Web of Science ®Google Scholar
• Goldberg LR. 1993. The structure of phenotypic personality traits. Am Psychol. 48(1):26–34. doi:10.1037/0003-066X.48.1.26
   PubMed Web of Science ®Google Scholar
• Haraden DA, Mullim BC, Hankin BL. 2017. The relationship between depression and chronotype: a longitudinal assessment during childhood and adolescence. Depress Anxiety. 34(10):967–976. doi:10.1002/da.22682
   PubMed Web of Science ®Google Scholar
• Haynie DL, Lewin D, Luk JW, Lipsky LM, O’Brien F, Iannotti RJ, Simons-Morton BG. 2018. Beyond sleep duration: bidirectional associations among chronotype, social jetlag, and drinking behaviors in a longitudinal sample of US high school students. Sleep. 41(2):1–14. doi:10.1093/sleep/zsx202
   Web of Science ®Google Scholar
• Horne JA, Östberg O. 1976. A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. Int J Chronobiol. 4(2):97–110. San Diego.
   PubMedGoogle Scholar
• IBM Corp. 2015. IBM SPSS statistics for windows, Version 23.0. New York (NY): IBM Corp.
   Google Scholar
• Jerusalem M, Schwarzer R. 1999. Skala zur allgemeinen Selbstwirksamkeitserwartung. Berlin: Freie Universität Berlin.
   Google Scholar
• Kolomeichuk SN, Randler C, Shabalina I, Fradkova L, Borisenkov M. 2016. The influence of chronotype on the academic achievement of children and adolescents – evidence from Russian Karelia. Biol Rhytm Res. 47(6):873–883. doi:10.1080/09291016.2016.1207352
   Web of Science ®Google Scholar
• Kaplan D. 2009. Structural equation modeling: foundations and extensions. 2nd ed. Thousand Oaks (CA): Sage.
   Google Scholar
• Kim S, Dueker GL, Hasher L, Goldstein D. 2002. Children’s time of day preference: age, gender, and ethnic differences. Pers Indiv Differ. 33:1083–1090. doi:10.1016/S0191-8869(01)00214-8
   PubMed Web of Science ®Google Scholar
• Korczak AL, Martynhak BL, Pedrazzoli M, Brito AF, Louzada FM. 2008. Influence of chronotype and social zeitgebers on sleep/wake patterns. Braz J Med Biol Res. 41:914–919. doi:10.1590/S0100-879X2008005000047
   PubMed Web of Science ®Google Scholar
• Koscec Bjelajac A, Bakotic M, Ross B. 2020. Weekly alternation of morning and afternoon school start times: implications for sleep and daytime functioning of adolescents. Sleep 43(8). doi:10.1093/sleep/zsaa030
   Google Scholar
• Kriegbaum K, Becker N, Spinath B. 2018. The relative importance of intelligence and motivation as predictors of school achievement: a meta-analysis. Educ Res Rev. 25:120–148. doi:10.1016/j.edurev.2018.10.001
   Web of Science ®Google Scholar
• Lipnevich AA, Credè M, Hahn E, Spinath FM, Roberts RD, Preckel F. 2017. How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation. J Pers Soc Psychol. 112(3):491–509. eng. doi:10.1037/pspp0000099
   PubMed Web of Science ®Google Scholar
• Martin JS, Gaudreault MM, Perron M, Laberge L. 2016. Chronotype, light exposure, sleep, and daytime functioning in high school students attending morning or afternoon school shifts: an actigraphic study. J Biol Rhythms. 31(2):205–217. eng. doi:10.1177/0748730415625510
   PubMed Web of Science ®Google Scholar
• Martínez-Lozano N, Barraco GM, Rios R, Ruiz MJ; Tvarijonaviciute A, Fardy P, et al. 2020. Evening types have social jet lag and metabolic alterations in school-age children. Sci Rep. 10(1):16747. doi:10.1038/s41598-020-73297-5
   PubMed Web of Science ®Google Scholar
• Mund M, Nestler S. 2018. Beyond the cross-lagged panel model: next-generation statistical tools for analyzing interdependencies across the life course. Adv Life Course Res. 41:1–23. doi:10.31234/osf.io/zfy85
   Web of Science ®Google Scholar
• Muthèn LK, Muthèn BO. 1998-2017. Mplus user’s guide. 8th ed. Los Angelas (CA): Muthèn & Muthèn.
   Google Scholar
• Natale V, Alzani A. 2001. Additional validity evidence for the composite scale of morningness. Pers Indiv Differ. 30:293–301. doi:10.1016/S0191-8869(00)00046-5
   Web of Science ®Google Scholar
• Preckel F, Lipnevich AA, Boehme K, Brandner L, Georgi K, Könen T, Mursin K, Roberts RD. 2013. Morningness-eveningness and educational outcomes: the lark has an advantage over the owl at high school. Br J Educ Psychol. 83(Pt1):114–134.eng. doi:10.1111/j.2044-8279.2011.02059.x
   PubMed Web of Science ®Google Scholar
• Preckel F, Fischbach A, Scherrer V, Brunner M, Ugen S, Lipnevich AA, Roberts RD. 2019. Circadian preference as a typology: latent-class analysis of adolescents’ morningness/eveningness, relation with sleep behavior, and with academic outcomes. Learn Individ Differ. 78:101725. doi:10.1016/j.lindif.2019.03.007
   Web of Science ®Google Scholar
• Portaluppi F, Smolensky MH, Touitou Y. 2010. Ethics and methods for biological rhythm research on animals and human beings. Chronobiol Int. 27(9–10):1911–1929. eng. doi:10.3109/07420528.2010.516381
   PubMed Web of Science ®Google Scholar
• Preckel F, Lipnevich AA, Schneider S, Roberts RD. 2011. Chronotype, cognitive abilities, and academic achievement: a meta-analytic investigation. Learn Individ Differ. 21(5):483–492. doi:10.1016/j.lindif.2011.07.003
   Web of Science ®Google Scholar
• Putilov AA, Donskaya OG, Verevkin EG. 2015. How many diurnal types are there? A search for two further “bird species”. Pers Indiv Differ. 72:12–17. doi:10.1016/j.paid.2014.08.003
   Web of Science ®Google Scholar
• Rahafar A, Maghsudloo M, Farhangnia S, Vollmer C, Randler C. 2016. The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students. Chronobiol Int. 33(1):1–9. eng. doi:10.3109/07420528.2015.1107084
   PubMed Web of Science ®Google Scholar
• Rahafar A, Randler C, Vollmer C, Kasaeian A. 2017. Prediction of school achievement through a multi-factorial approach – the unique role of chronotype. Learn Individ Differ. 55:69–74. doi:10.1016/j.lindif.2017.03.008
   Web of Science ®Google Scholar
• Rammstedt B, John OP. 2005. Kurzversion des Big Five Inventory (BFI-K). Diagnostica. 51(4):195–206. doi:10.1026/0012-1924.51.4.195
   Web of Science ®Google Scholar
• Randler C. 2008. Morningness‐eveningness comparison in adolescents from different countries around the world. Chronobiol Int. 25(6):1017–1028. doi:10.1080/07420520802551519
   PubMed Web of Science ®Google Scholar
• Randler C, Díaz-Morales JF, Rahafar A, Vollmer C. 2016. Morningness-eveningness and amplitude - development and validation of an improved composite scale to measure circadian preference and stability (MESSi). Chronobiol Int. 33(7):832–848. eng. doi:10.3109/07420528.2016.1171233
   PubMed Web of Science ®Google Scholar
• Randler C, Faßl C, Kalb N. 2017. From Lark to Owl: developmental changes in morningness-eveningness from new-borns to early adulthood. Sci Rep. 7:45874.eng. doi:10.1038/srep45874
   Web of Science ®Google Scholar
• Roeser K, Schlarb AA, Kübler A. 2013. The Chronotype-Academic Performance Model (CAM): daytime sleepiness and learning motivation link chronotype and school performance in adolescents. Pers Indiv Differ. 54(7):836–840. doi:10.1016/j.paid.2012.12.021
   Web of Science ®Google Scholar
• Randler C, Schaal S. 2010. Morningness-eveningness, habitual sleep wake variables and cortisol level. Biol Psychol. 85:14–18. doi:10.1016/j.biopsycho.2010.04.006
   PubMed Web of Science ®Google Scholar
• Russo PM, Biasi V, Cipolli C, Mallia L, Caponera E. 2017. Sleep habits, circadian preference, and school performance in early adolescents. Sleep Med. 29:20–22.eng. doi:10.1016/j.sleep.2016.09.019
   PubMed Web of Science ®Google Scholar
• Roberts RD. 1998. The Lark-Owl (Chronotype) Indicator (LOCI). Sydney: Entelligent Testing Products.
   Google Scholar
• Roenneberg T, Kuehnle T, Juda M, Kantermann T, Allebrandt K, Gordijn M, Merrow M. 2007. Epidemiology of the human circadian clock. Sleep Med Rev. 11(6):429–438. eng. doi:10.1016/j.smrv.2007.07.005
   PubMed Web of Science ®Google Scholar
• Roth B, Becker N, Romeyke S, Schäfer S, Domnick F, Spinath FM. 2015. Intelligence and school grades: a meta-analysis. Intelligence. 53:118–137. doi:10.1016/j.intell.2015.09.002
   Web of Science ®Google Scholar
• Scherrer V, Roberts R, Preckel F. 2016. Parents’ assessment of circadian preference in elementary school-aged children: validity and relations to educational outcomes. Chronobiol Int. 33(9):1188–1207. eng. doi:10.1080/07420528.2016.1210618
   PubMed Web of Science ®Google Scholar
• Short MA, Gradisar M, Lack LC, Wright HR. 2013. The impact of sleep on adolescent depressed mood, alertness and academic performance. J Adolesc. 36(6):1025–1033. eng. doi:10.1016/j.adolescence.2013.08.007
   PubMed Web of Science ®Google Scholar
• Scherrer V, Preckel F, Schmidt I, Elliot AJ. 2020. Development of achievement goals and their relation to academic interest and achievement in adolescence: a review of the literature and two longitudinal studies. Dev Psychol. 56(4):795–814. eng. doi:10.1037/dev0000898
   PubMed Web of Science ®Google Scholar
• Schlueter E, Davidov E, Schmidt P. 2006. Applying autoregressive cross-lagged and latent growth models to a threewave panel study. In: Von Montfort K, Oud H, Satorra A, editors. Longitudinal models in the behavioral and related sciences. Mahwah (NJ): Lawrence Erlbaum Publishers; p. 315–336.
   Google Scholar
• Smith CS, Tisak J, Bauman T, Green E. 1991. Psychometric equivalence of a translated circadian rhythm questionnaire: implications for between- and within-population assessment. J Appl Psychol. 76(5):628–636. doi:10.1037/0021-9010.76.5.628
   PubMed Web of Science ®Google Scholar
• Steinmayr R, Meißner A, Weidinger AF, Wirthwein L 2014. Academic achievement. Oxford Bibliographies. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xml.
   Google Scholar
• Steinmayr R, Spinath B. 2009. The importance of motivation as a predictor of school achievement. Learn Individ Differ. 19(1):80–90. doi:10.1016/j.lindif.2008.05.004
   Web of Science ®Google Scholar
• Stolarski M, Gorgol J, Matthews G. 2021. The search for causality of personality-chronotype associations: insights from a one-year longitudinal study of adolescents. Chronobiol Int. 38(4):489–500. doi:10.1080/07420528.2020.1867157
   PubMed Web of Science ®Google Scholar
• Tonetti L, Fabbri M, Filardi M, Martoni M, Natale V. 2015a. Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents. Sleep Med. 16(8):936–940. eng. doi:10.1016/j.sleep.2015.03.026
   PubMed Web of Science ®Google Scholar
• Tonetti L, Natale V, Randler C. 2015b. Association between circadian preference and academic achievement: a systematic review and meta-analysis. Chronobiol Int. 32(6):792–801. eng. doi:10.3109/07420528.2015.1049271
   PubMed Web of Science ®Google Scholar
• Tzischinsky O, Shochat T. 2011. Eveningness, sleep patterns, daytime functioning, and quality of life in Israeli adolescents. Chronobiol Int. 28(4):338–343. eng. doi:10.3109/07420528.2011.560698
   PubMed Web of Science ®Google Scholar
• Urner M, Tornic J, Bloch KE. 2009. Sleep patterns in high school and university students: a longitudinal study. Chronobiol Int. 26(6):1222–1234. doi:10.3109/07420520903244600
   PubMed Web of Science ®Google Scholar
• Vollmer C, Schaal S, Hummel E, Randler C. 2011. Association among school-related, parental and self-related problems and morningness-eveningness in adolescents. Stress and Health. 27(5):413–419. doi:10.1002/smi.1393
   Web of Science ®Google Scholar
• Vollmer C, Pötsch F, Randler C. 2013. Morningness is associated with better gradings and higher attention in class. Learn Individ Differ. 27:167–173. doi:10.1016/j.lindif.2013.09.001
   Web of Science ®Google Scholar
• van der Vinne V, Zerbini G, Siersema A, Pieper A, Merrow M, Hut RA, Roenneberg T, Kantermann T. 2015. Timing of examinations affects school performance differently in early and late chronotypes. J Biol Rhythms. 30(1):53–60. eng. doi:10.1177/0748730414564786
   PubMed Web of Science ®Google Scholar
• Wigfield A, Eccles JS. 2002. The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In: Development of achievement motivation. San Diego: Elsevier; p. 91–120.
   Google Scholar
• Zavada A, Gordijn MCM, Beersma DGM, Daan S, Roenneberg T. 2005. Comparison of the Munich chronotype questionnaire with the Horne-Ostberg’s morningness-eveningness score. Chronobiol Int. 22(2):267–278. eng. doi:10.1081/CBI-200053536
   PubMed Web of Science ®Google Scholar
• Zerbini G, Merrow M. 2017. Time to learn: how chronotype impacts education. Psych J. 6(4):263–276. eng. doi:10.1002/pchj.178
   PubMed Web of Science ®Google Scholar