Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period

References

• Abdelrahman RM. 2020. Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon. 6:e04192. doi:https://doi.org/10.1016/j.heliyon.2020.e04192
   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. 29:1153–1175. doi:https://doi.org/10.3109/07420528.2012.719971. PMID: 23004349.
   PubMed Web of Science ®Google Scholar
• Adan A, Natale V. 2002. Gender differences in morningness-eveningness preference. Chronobiol Int. 19:709–720. doi:https://doi.org/10.1081/cbi-120005390. PMID: 12182498.
   PubMed Web of Science ®Google Scholar
• Ali A, Siddiqui AA, Arshad MS, Iqbal F, Arif TB. 2021. Effects of COVID-19 pandemic and lockdown on lifestyle and mental health of students: a retrospective study from Karachi,Pakistan. Ann Med Psychol (Paris). doi:https://doi.org/10.1016/j.amp.2021.02.004. Online ahead of print. PMID: 33612842.
   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. 32:349–357. doi:https://doi.org/10.3109/07420528.2014.980508. PMID: 25392281.
   PubMed Web of Science ®Google Scholar
• 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. 88:480–498. doi:https://doi.org/10.1111/bjep.12196. PMID: 29094337.
   PubMed Web of Science ®Google Scholar
• Balcı Ö. 2017. An investigation of the relationship between language learning strategies and learning styles in Turkish freshman students. Engl Lang Teach. 10:53–61. doi:https://doi.org/10.5539/elt.v10n4p53
   Google Scholar
• Battle J, Pastrana A. 2007. The relative importance of race and socioeconomic status among Hispanic and White students. Hisp J Behav Sci. 29:35–49. doi:https://doi.org/10.1177/0739986306294783
   Web of Science ®Google Scholar
• Beşoluk Ş. 2011. Morningness-eveningness preferences and university entrance examination scores of high school students. Pers Individ Dif. 50:248–252. doi:https://doi.org/10.1016/j.paid.2010.09.038
   Web of Science ®Google Scholar
• Beşoluk Ş, Önder I. 2011. Do seasonal changes and teaching time affect academic performance of pre-service teachers? Biol Rhythm Res. 42:445–456. doi:https://doi.org/10.1080/09291016.2010.528634
   Web of Science ®Google Scholar
• Beşoluk S, Önder I, Deveci I. 2011. Morningness-eveningness preferences and academic achievement of university students. Chronobiol Int. 28:118–125. doi:https://doi.org/10.3109/07420528.2010.540729. PMID: 21231873.
   PubMed Web of Science ®Google Scholar
• Bilasa P. 2012. Determination of university students’ learning styles (the case of Gazi University).ODU J Social Sci Res. 3:7–20 [accessed 2021 Nov 18]. https://dergipark.org.tr/tr/pub/odusobiad/issue/27570/290095.
   Google Scholar
• Blanca MJ, Alarcón R, Arnau J, Bono R, Bendayan R. 2017. Non-normal data: is ANOVA still a valid option? Psicothema. 29:552–557. doi:https://doi.org/10.7334/psicothema2016.383. PMID: 29048317.
   PubMed Web of Science ®Google Scholar
• Boström L, Collén C, Damber U, Gidlund U. 2021. A rapid transition from campus to emergent distant education; effects on students’ study strategies in higher education. Educ Sci. 11:721. doi:https://doi.org/10.3390/educsci11110721
   Google Scholar
• Braio A, Beasley TM, Dunn R, Quinn P, Buchanan K. 1997. Incremental implementation of learning style strategies among urban low achievers. J Educ Res. 91:15–25. doi:https://doi.org/10.1080/00220679709597516
   Web of Science ®Google Scholar
• Brandão LEM, Martikainen T, Merikanto I, Holzinger B, Morin CM, Espie CA, Bolstad CJ, Leger D, Chung F, Plazzi G, et al. 2021. Social jetlag changes during the COVID-19 pandemic as a predictor of insomnia - A multi-national survey study. Nat Sci Sleep. 13:1711–1722. doi:https://doi.org/10.2147/NSS.S327365. PMID: 34675720.
   PubMed Web of Science ®Google Scholar
• Burke K, Dunn R. 2002. Learning style-based teaching to raise minority student test scores There’s no debate! Clear House. 76:103–106. doi:https://doi.org/10.1080/00098650209604959
   Google Scholar
• Burns ER. 2000. Biological time and in vivo research: a field guide to pitfalls. Anat Rec. 261:141–152. doi:https://doi.org/10.1002/1097-0185(20000815)261:4<141::AID-AR3>3.0.CO;2-C. PMID: 10944575.
   PubMedGoogle Scholar
• Cano-García F, Hughes EH. 2000. Learning and thinking styles: an analysis of their interrelationship and influence on academic achievement. Educ Psychol. 20:413–430. doi:https://doi.org/10.1080/713663755
   Google Scholar
• Carskadon MA, Vieira C, Acebo C. 1993. Association between puberty and delayed phase preference. Sleep. 16:258–262. doi:https://doi.org/10.1093/sleep/16.3.258. PMID: 8506460.
   PubMed Web of Science ®Google Scholar
• Cassady JC. 2000. Self-reported GPA and SAT: a methodological note. Prac Assess Res Eval. 7:1–4. doi:https://doi.org/10.7275/5hym-y754
   Google Scholar
• Cassidy S. 2012. Exploring individual differences as determining factors in student academic achievement in higher education. Stud Higher Educ. 37:793–810. doi:https://doi.org/10.1080/03075079.2010.545948
   Web of Science ®Google Scholar
• Cassidy S, Eachus P. 2000. Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educ Psychol. 20:307–322. doi:https://doi.org/10.1080/713663740
   Google Scholar
• Chee KH, Pino NW, and Smith WL. 2005. Gender differences in the academic ethic and academic achievement.Coll Stud J. 39:604–618. https://link.gale.com/apps/doc/A135842846/AONE?u=anon~7a1b262b&sid=googleScholar&xid=bc52c8c3 [Accessed 18 November 2021].
   Google Scholar
• Chelminski I, Ferraro FR, Petros T, Plaud JJ. 1997. Horne and Östberg questionnaire: a score distribution in a large sample of young adults. Pers Individ Dif. 23:647–652. doi:https://doi.org/10.1016/S0191-8869(97)00073-1
   Web of Science ®Google Scholar
• Cohen J. 1988. Statistical power analysis for the behavioral sciences. New York (USA): Erlbaum.
   Google Scholar
• Council of Higher Education (YOK). 2020. Press release. Ankara: Council of Higher Education [accessed 2021 Dec14]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx.
   Google Scholar
• Dağhan G, Akkoyunlu B. 2012. An examination through conjoint analysis of the preferences of students concerning online learning environments according to their learning styles. Int Educ Stud. 5:122–138. doi:https://doi.org/10.5539/ies.v5n4p122
   Google Scholar
• Davidson A, Ritchie KL. 2016. The early bird catches the worm! The impact of chronotype and learning style on academic success in university students. Teach Learn Innovations. 18:1–11. Creative Engagement: Enhancing Learning.
   Google Scholar
• Díaz-Morales JF. 2007. Morning and evening-types: exploring their personality styles. Pers Individ Dif. 43:769–778. doi:https://doi.org/10.1016/j.paid.2007.02.002
   Web of Science ®Google Scholar
• Díaz-Morales JF, Escribano C. 2013. Predicting school achievement: the role of inductive reasoning, sleep length and morningness-eveningness. Pers Individ Dif. 55:106–111. doi:https://doi.org/10.1016/j.paid.2013.02.011
   Web of Science ®Google Scholar
• Diaz DP, Cartnal RB. 1999. Students’ learning styles in two classes: online distance learning and equivalent on-campus. Coll Teach. 47:130–135. doi:https://doi.org/10.1080/87567559909595802
   Google Scholar
• Dikmen M, Tuncer M. 2020. The effect of education based on learning style on academic achievement. Ege J Educ. 21:71–88. doi:https://doi.org/10.12984/egeefd.695452
   Google Scholar
• Dunn R. 1983. Learning style and its relation to exceptionality at both ends of the spectrum. Except Child. 49:496–506. doi:https://doi.org/10.1177/001440298304900602. PMID: 6861829.
   PubMed Web of Science ®Google Scholar
• Dunn R, Beaudry JS, Klavas A. 1989. Survey of research on learning styles. Educ Leadersh. 46:50–58.
   Web of Science ®Google Scholar
• Dunn R, Griggs SA, Olson J, Beasley M, Gorman BS. 1995. A meta-analytic validation of the Dunn and Dunn Model of learning-style preferences. J Educ Res. 88:353–362. doi:https://doi.org/10.1080/00220671.1995.9941181
   Web of Science ®Google Scholar
• Dunn R, Honigsfeld A, Doolan DS, Bostrom L, Russo K, Schiering MS, Suh B, Tenedero H. 2009. Impact of learning-style instructional strategies on students’ achievement and attitudes: perceptions of educators in diverse institutions. Clear House. 82:135–140. doi:https://doi.org/10.3200/TCHS.82.3.135-140
   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. Int Online J Educ Sci. 8:4–16. doi:https://doi.org/10.15345/iojes.2016.05.002
   Google Scholar
• Enright T, Refinetti R. 2017. Chronotype, class times, and academic achievement of university students. Chronobiol Int. 34:445–450. doi:https://doi.org/10.1080/07420528.2017.1281287
   PubMed Web of Science ®Google Scholar
• Entwistle NJ, Peterson ER. 2004. Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. Int J Educ Res. 41:407–428. doi:https://doi.org/10.1016/j.ijer.2005.08.009
   Google Scholar
• Fabbian F, Zucchi B, De Giorgi A, Tiseo R, Boari B, Salmi R, Cappadona R, Gianesini G, Bassi E, Signani F, et al. 2016. Chronotype, gender and general health. Chronobiol Int. 33:863–882. doi:https://doi.org/10.1080/07420528.2016.1176927. PMID: 27148626.
   PubMed Web of Science ®Google Scholar
• Fabbri M, Antonietti A, Giorgetti M, Tonetti L, Natale V. 2007. Circadian typology and style of thinking differences. Learn Individ Differ. 17:175–180. doi:https://doi.org/10.1016/j.lindif.2007.05.002
   Web of Science ®Google Scholar
• Genzel L, Ahrberg K, Roselli C, Niedermaier S, Steiger A, Dresler M, Roenneberg T. 2013. Sleep timing is more important than sleep length or quality for medical school performance. Chronobiol Int. 30:766–771. doi:https://doi.org/10.3109/07420528.2012.763132. PMID: 23750895.
   PubMed Web of Science ®Google Scholar
• Ghazivakili Z, Norouzi Nia R, Panahi F, Karimi M, Gholsorkhi H, Ahmadi Z. 2014. The role of critical thinking skills and learning styles of university students in their academic performance. J Adv Med Educ Prof. 2:95–102. PMID: 25512928.
   PubMedGoogle Scholar
• Giannotti F, Cortesi F, Sebastiani T, Ottaviano S. 2002. Circadian preference, sleep and daytime behaviour in adolescence. J Sleep Res. 11:191–199. doi:https://doi.org/10.1046/j.1365-2869.2002.00302.x. PMID: 12220314.
   PubMed Web of Science ®Google Scholar
• Gupta R, Grover S, Basu A, Krishnan V, Tripathi A, Subramanyam A, Nischal A, Hussain A, Mehra A, Ambekar A, et al. 2020. Changes in sleep pattern and sleep quality during COVID-19 lockdown. Indian J Psychiatry. 62:370–378. doi:https://doi.org/10.4103/psychiatry.IndianJPsychiatry_523_20. PMID: 33165382.
   PubMed Web of Science ®Google Scholar
• Hahn C, Cowell JM, Wiprzycka UJ, Goldstein D, Ralph M, Hasher L, Zelazo PD. 2012. Circadian rhythms in executive function during the transition to adolescence: the effect of synchrony between chronotype and time of day. Dev Sci. 15:408–416. doi:https://doi.org/10.1111/j.1467-7687.2012.01137.x. PMID: 22490180.
   PubMed Web of Science ®Google Scholar
• Halberg F. 1969. Chronobiology. Annu Rev Physiol. 31:675–725. doi:https://doi.org/10.1146/annurev.ph.31.030169.003331. PMID: 4885778.
   PubMed Web of Science ®Google Scholar
• Halberg F. 1973. Laboratory techniques and rhythmometry. In: Mills JN, editor. Biological Aspects of Circadian Rhythms. Boston (MA): Springer; p. 1–26. doi:https://doi.org/10.1007/978-1-4613-4565-7_1
   Google Scholar
• Haraszti RÁ, Ella K, Gyöngyösi N, Roenneberg T, Káldi K. 2014. Social jetlag negatively correlates with academic performance in undergraduates. Chronobiol Int. 31:603–612. doi:https://doi.org/10.3109/07420528.2013.879164. PMID: 24491157.
   PubMed Web of Science ®Google Scholar
• Healey M, Kneale P, Bradbeer J. 2005. Learning styles among geography undergraduates: an international comparison. Area. 37:30–42. doi:https://doi.org/10.1111/j.1475-4762.2005.00600.x
   Web of Science ®Google Scholar
• Hen M, Goroshit M. 2014. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities. J Learn Disabil. 47:116–124. doi:https://doi.org/10.1177/0022219412439325
   PubMed Web of Science ®Google Scholar
• Horne JA, Ostberg O. 1976. A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. Int J Chronobiol. 4:97–110. PMID: 1027738.
   PubMedGoogle Scholar
• Horzum MB, Önder İ, Beşoluk Ş. 2014. Chronotype and academic achievement among online learning students. Learn Individ Differ. 30:106–111. doi:https://doi.org/10.1016/j.lindif.2013.10.017
   Web of Science ®Google Scholar
• Hower IM, Harper SA, Buford TW. 2018. Circadian rhythms, exercise, and cardiovascular health. J Circadian Rhythms. 16:1–8. doi:https://doi.org/10.5334/jcr.164. PMID: 30210567.
   PubMedGoogle Scholar
• Hughes ME, Hogenesch JB, Kornacker K. 2010. JTK_CYCLE: an efficient nonparametric algorithm for detecting rhythmic components in genome-scale data sets. J Biol Rhythms. 25:372–380. doi:https://doi.org/10.1177/0748730410379711. PMID: 20876817.
   PubMed Web of Science ®Google Scholar
• İlçin N, Tomruk M, Yeşilyaprak SS, Karadibak D, Savcı S. 2018. The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Med Educ. 18:291. doi:https://doi.org/10.1186/s12909-018-1400-2. PMID: 30514280.
   PubMed Web of Science ®Google Scholar
• Itzek-Greulich H, Randler C, Vollmer C. 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. Learn Individ Differ. 51:189–198. doi:https://doi.org/10.1016/j.lindif.2016.09.013
   Web of Science ®Google Scholar
• Jovanovski D, Bassili JN. 2007. The relationship between morningness-eveningness preference and online learning. Biol Rhythm Res. 38:355–365. doi:https://doi.org/10.1080/09291010600950149
   Web of Science ®Google Scholar
• Kim HY. 2017. Statistical notes for clinical researchers: Chi-squared test and Fisher’s exact test. Restor Dent Endod. 42:152–155. doi:https://doi.org/10.5395/rde.2017.42.2.152. PMID: 28503482.
   PubMedGoogle Scholar
• Kim S, Dueker GL, Hasher L, Goldstein D. 2002. Children’s time of day preference: age, gender and ethnic differences. Pers Individ Dif. 33:1083–1090. doi:https://doi.org/10.1016/S0191-8869(01)00214-8
   PubMed Web of Science ®Google Scholar
• Kirby M, Maggi S, D’Angiulli A. 2011. School start times and the sleep-wake cycle of adolescents: a review and critical evaluation of available evidence. Educ Res. 40:56–61. doi:https://doi.org/10.3102/0013189X11402323
   Google Scholar
• Klavas A. 1994. In Greensboro, North Carolina: learning style program boosts achievement and test scores. Clear House. 67:149–151. doi:https://doi.org/10.1080/00098655.1994.9956048
   Google Scholar
• Kolb AY, Kolb DA. 2017. Experiential learning theory as a guide for experiential educators in higher education. Exper Learn Teach Higher Educ. 1:7–44.
   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 Rhythm Res. 47:873–883. doi:https://doi.org/10.1080/09291016.2016.1207352
   Web of Science ®Google Scholar
• Komarraju M, Karau SJ, Schmeck RR, Avdic A. 2011. The big five personality traits, learning styles, and academic achievement. Pers Individ Dif. 51:472–477. doi:https://doi.org/10.1016/j.paid.2011.04.019
   Web of Science ®Google Scholar
• Lemmer B. 2009. Discoveries of rhythms in human biological functions: a historical review. Chronobiol Int. 26:1019–1068. doi:https://doi.org/10.3109/07420520903237984. PMID: 19731105.
   PubMed Web of Science ®Google Scholar
• Logan RW, Williams WP 3rd, McClung CA. 2014. Circadian rhythms and addiction: mechanistic insights and future directions. Behav Neurosci. 128:387–412. doi:https://doi.org/10.1037/a0036268. PMID: 24731209.
   PubMed Web of Science ®Google Scholar
• Lovelace MK. 2005. Meta-analysis of experimental research based on the Dunn and Dunn Model. J Educ Res. 98:176–183. doi:https://doi.org/10.3200/JOER.98.3.176-183
   Web of Science ®Google Scholar
• Medeiros ALD, Mendes DBF, Lima PF, Araujo JF. 2001. The relationships between sleep-wake cycle and academic performance in medical students. Biol Rhythm Res. 32:263–270. doi:https://doi.org/10.1076/brhm.32.2.263.1359
   Web of Science ®Google Scholar
• Miller CD, Alway M, McKinley DL. 1987. Effects of learning styles and strategies on academic success. J Coll Stud Person. 28:399–404.
   Web of Science ®Google Scholar
• Montaruli A, Castelli L, Galasso L, Mulè A, Bruno E, Esposito F, Caumo A, Roveda E. 2019. Effect of chronotype on academic achievement in a sample of Italian University students. Chronobiol Int. 36:1482–1495. doi:https://doi.org/10.1080/07420528.2019.1652831. PMID: 31441334.
   PubMed Web of Science ®Google Scholar
• Montaruli A, Galasso L, Caumo A, Cè E, Pesenti C, Roveda E, Esposito F. 2017. The circadian typology: the role of physical activity and melatonin. Sport Sci Health. 13:469–476. doi:https://doi.org/10.1007/s11332-017-0389-y
   Google Scholar
• Nasir M. 2012. Demographic characteristics as correlates of academic achievement of university students. Acad Res Int. 2:400–405.
   Google Scholar
• Natale V, Danesi E. 2002. Gender and circadian typology. Biol Rhythm Res. 33:261–269. doi:https://doi.org/10.1076/brhm.33.3.261.8261
   Web of Science ®Google Scholar
• Olejnik SF, Algina J. 1984. Parametric ANCOVA and the rank transform ANCOVA when the data are conditionally non-normal and heteroscedastic. J Educ Stat. 9:129–149. doi:https://doi.org/10.3102/10769986009002129
   Google Scholar
• Önder İ. 2020. Association of happiness with morningness - eveningness preference, sleep-related variables and academic performance in university students. Biol Rhythm Res. 16. doi:https://doi.org/10.1080/09291016.2020.1848266
   Google Scholar
• Onyper SV, Thacher PV, Gilbert JW, Gradess SG. 2012. Class start times, sleep, and academic performance in college: a path analysis. Chronobiol Int. 29:318–335. doi:https://doi.org/10.3109/07420528.2012.655868. PMID: 22390245.
   PubMed Web of Science ®Google Scholar
• Özyurt Ö, Özyurt H, Güven B, Baki A. 2014. The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects. Comput Educ. 75:1–18. doi:https://doi.org/10.1016/j.compedu.2014.02.005
   Web of Science ®Google Scholar
• Patke A, Young MW, Axelrod S. 2020. Molecular mechanisms and physiological importance of circadian rhythms. Nat Rev Mol Cell Biol. 21:67–84. doi:https://doi.org/10.1038/s41580-019-0179-2. PMID: 31768006.
   PubMed Web of Science ®Google Scholar
• Peterson K, DeCato L, Kolb DA. 2015. Moving and learning: expanding style and increasing flexibility. J Exper Educ. 38:228–244. doi:https://doi.org/10.1177/1053825914540836
   Google Scholar
• Popescu E. 2010. Adaptation provisioning with respect to learning styles in a web-based educational system: an experimental study. J Comput Assist Learn. 26:243–257. doi:https://doi.org/10.1111/j.1365-2729.2010.00364.x
   Web of Science ®Google Scholar
• Preckel F, Fischbach A, Scherrer V, Brunner M, Ugen S, Lipnevich AA, Roberts RD. 2020. 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:https://doi.org/10.1016/j.lindif.2019.03.007
   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. 83:114–134. doi:https://doi.org/10.1111/j.2044-8279.2011.02059.x. PMID: 23369178.
   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. 21:483–492. doi:https://doi.org/10.1016/j.lindif.2011.07.003
   Web of Science ®Google Scholar
• Pündük Z, Gür H, Ercan I. 2005. Sabahçil-Akşamcil Anketi Türkçe Uyarlamasinda Güvenilirlik Calişmasi [A reliability study of the Turkish version of the mornings-evenings questionnaire]. Turk Psikiyatri Derg. 16:40–45. PMID: 15793697.
   PubMed Web of Science ®Google Scholar
• Putilov AA. 2017. Owls, larks, swifts, woodcocks and they are not alone: a historical review of methodology for multidimensional self-assessment of individual differences in sleep-wake pattern. Chronobiol Int. 34:426–437. doi:https://doi.org/10.1080/07420528.2017.1278704. PMID: 28128994.
   PubMed 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. 33:1–9. doi:https://doi.org/10.3109/07420528.2015.1107084. PMID: 26651154.
   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:https://doi.org/10.1016/j.lindif.2017.03.008
   Web of Science ®Google Scholar
• Randle C. 2007. Gender differences in morningness-eveningness assessed by self-report questionnaires: a meta-analysis. Pers Individ Dif. 43:1667–1675. doi:https://doi.org/10.1016/j.paid.2007.05.004
   Web of Science ®Google Scholar
• Randler C, Engelke J. 2019. Gender differences in chronotype diminish with age: a meta-analysis based on morningness/chronotype questionnaires. Chronobiol Int. 36:888–905. doi:https://doi.org/10.1080/07420528.2019.1585867
   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. doi:https://doi.org/10.1038/srep45874. PMID: 28378787.
   PubMed Web of Science ®Google Scholar
• Randler C, Frech D. 2006. Correlation between morningness-eveningness and final school leaving exams. Biol Rhythm Res. 37:233–239. doi:https://doi.org/10.1080/09291010600645780
   Web of Science ®Google Scholar
• Randler C, Freyth-Weber K, Rahafar A, Florez Jurado A, Kriegs JO. 2016. Morningness-eveningness in a large sample of German adolescents and adults. Heliyon. 2:e00200. doi:https://doi.org/10.1016/j.heliyon.2016.e00200. PMID: 27957554.
   PubMed Web of Science ®Google Scholar
• Randler C, Vollmer C, Beşoluk Ş, Önder İ, and Horzum MB. 2014. Age and gender differences in morningness-eveningness in Turkish adolescents and young adults biological rhythm research. young adults. Biol Rhythm Res. 45:277–284. doi:https://doi.org/10.1080/09291016.2013.805915
   Web of Science ®Google Scholar
• Roenneberg T, Kuehnle T, Pramstaller PP, Ricken J, Havel M, Guth A, Merrow M. 2004. A marker for the end of adolescence. Curr Biol. 14:R1038–9. doi:https://doi.org/10.1016/j.cub.2004.11.039. PMID: 15620633.
   PubMed 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 Individ Dif. 54:836–840. doi:https://doi.org/10.1016/j.paid.2012.12.021
   Web of Science ®Google Scholar
• Roveda E, Mulè A, Galasso L, Castelli L, Scurati R, Michielon G, Esposito F, Caumo A, Montaruli A. 2020. Effect of chronotype on motor skills specific to soccer in adolescent players. Chronobiol Int. 37:552–563. doi:https://doi.org/10.1080/07420528.2020.1729787
   PubMed Web of Science ®Google Scholar
• Russo PM, Bruni O, Lucidi F, Ferri R, Violani C. 2007. Sleep habits and circadian preference in Italian children and adolescents. J Sleep Res. 16:163–169. doi:https://doi.org/10.1111/j.1365-2869.2007.00584.x. PMID: 17542946.
   PubMed Web of Science ®Google Scholar
• Şimşek N. 2002. Big16 learning modality inventory. Educ Sci Prac. 1:33–47.
   Google Scholar
• Sinha M, Pande B, Sinha R. 2020. Impact of COVID-19 lockdown on sleep-wake schedule and associated lifestyle related behavior: a national survey. J Public Health Res. 9:1826. doi:https://doi.org/10.4081/jphr.2020.1826. PMID: 32874967.
   PubMed Web of Science ®Google Scholar
• Smarr BL. 2015. Digital sleep logs reveal potential impacts of modern temporal structure on class performance in different chronotypes. J Biol Rhythms. 30:61–67. doi:https://doi.org/10.1177/0748730414565665. PMID: 25564433.
   PubMed Web of Science ®Google Scholar
• Sternberg RJ, Zhang LF. 2001. Perspectives in thinking, learning, and cognitive styles. New York (USA): Erlbaum.
   Google Scholar
• Tonetti L, Natale V, Randler C. 2015. Association between circadian preference and academic achievement: a systematic review and meta-analysis. Chronobiol Int. 32:792–801. doi:https://doi.org/10.3109/07420528.2015.1049271. PMID: 26125131.
   PubMed Web of Science ®Google Scholar
• Valdez P, Ramírez C, García A. 2014. Circadian rhythms in cognitive processes: implications for school learning. Mind Brain Educ. 8:161–168. doi:https://doi.org/10.1111/mbe.12056
   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. 30:53–60. doi:https://doi.org/10.1177/0748730414564786. PMID: 25537752.
   PubMed Web of Science ®Google Scholar
• Wanna WO, de Jesus Simões MF. 2021. Impact of learning styles on higher distance learning. J Higher Educ Theory Pract. 21:166–178. doi:https://doi.org/10.33423/jhetp.v21i1.4047
   Google Scholar
• Wittmann M, Dinich J, Merrow M, Roenneberg T. 2006. Social jetlag: misalignment of biological and social time. Chronobiol Int. 23:497–509. doi:https://doi.org/10.1080/07420520500545979. PMID: 16687322.
   PubMed Web of Science ®Google Scholar
• Yamin M. 2020. Counting the cost of COVID-19. Int J Inf Technol. 13:1–7. doi:https://doi.org/10.1007/s41870-020-00466-0. PMID: 32412538.
   Google Scholar
• Zerbini G, Merrow M. 2017. Time to learn: how chronotype impacts education. Psych J. 6:263–276. doi:https://doi.org/10.1002/pchj.178. PMID: 28994246.
   PubMed Web of Science ®Google Scholar