1,292
Views
0
CrossRef citations to date
0
Altmetric
Articles

Momentary emotional states in primary school children: combined effects of chronotype X time-of-day

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all
Pages 52-69 | Received 04 Feb 2022, Accepted 16 May 2022, Published online: 31 May 2022

References

  • Ameixa G (2013). Estudo de Adaptação e Validação de duas Escalas de Avaliação da Dimensão Emocional Master thesis. Univerity of Algarve. https://core.ac.uk/download/pdf/61523362.pdf
  • Andrews FM, Withey SB. 1976. Social indicators of well-being: America’s perception of life quality. New York: Plenum Press.
  • Antúnez JM, Navarro JF, Adan A. 2015. Circadian typology is related to resilience and optimism in healthy adults. Chronobiol Int. 32(4):524–530. doi:10.3109/07420528.2015.1008700.
  • Antypa N, Vogelzangs N, Meesters Y, Schoevers R, Penninx BWJH. 2016. Chronotype associations with depression and anxiety disorders in a large cohort study. Depress Anxiety. 33(1):75–83. doi:10.1002/da.22422.
  • 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. doi:10.3109/07420528.2014.980508.
  • Au J, Reece J. 2017. The relationship between chronotype and depressive symptoms: a meta-analysis. J Affect Disord. 218:93–104. doi:10.1016/j.jad.2017.04.021
  • Azevedo V, Simões S, Marques M, Cunha M. 2013. O Papel dos estilos educativos parentais na sintomatologia ansiosa de adolescentes do 3° ciclo do ensino básico. J Clin Child Adolesc Psychol. 4(2):31–50. http://revistas.lis.ulusiada.pt/index.php/rpca/article/view/418/398
  • Bai S, Karan M, Gonzales NA, Fuligni AJ. 2021. A daily diary study of sleep chronotype among Mexican-origin adolescents and parents: implications for adolescent behavioral health. Dev Psychopathol. 33(1):313–322. doi:10.1017/s0954579419001780.
  • Bettencourt C, Tomé B, Pires L, Leitão JA, Gomes AA. 2020. Emotional states in adolescents: time of day X chronotype effects while controlling for psychopathological symptoms and sleep variables. Biol Rhythm Res. 1–22. doi:10.1080/09291016.2020.1783489
  • Birchler-Pedross A, Schröder CM, Münch M, Knoblauch V, Blatter K, Schnitzler-Sack C, Wirz-Justice A, Cajochen C. 2009. Subjective well-being is modulated by circadian phase, sleep pressure, age, and gender. J Biol Rhythms. 24(3):232–242. doi:10.1177/0748730409335546.
  • Biss RK, Hasher L. 2012. Happy as a lark: morning-type younger and older adults are higher in positive affect. Emotion. 12(3):437–441. doi:10.1037/a0027071.
  • Blanca M, Alarcón R, Arnau J, Bono R, Bendayan R. 2017. Non-normal data: is ANOVA still a valid option? Psicothema. 29(4):552–557. doi:10.7334/psicothema2016.383.
  • Carciofo R, Du F, Song N, Zhang K. 2014. Chronotype and time-of-day correlates of mind wandering and related phenomena. Biol Rhythm Res. 45(1):37–49. doi:10.1080/09291016.2013.790651.
  • Carvalho Bos S, Gomes A, Clemente V, Marques M, Pereira AT, Maia B, Soares MJ, Cabral AS, Macedo A, Gozal D, et al. 2009. Sleep and behavioral/emotional problems in children: a population-based study. Sleep Med. 10(1):66–74. doi:10.1016/j.sleep.2007.10.020.
  • Cheema JR. 2014. Some general guidelines for choosing missing data handling methods in educational research. J Mod Appl Stat Methods. 13(2):53–75. doi:10.22237/jmasm/1414814520.
  • Chiu W-H, Yang H-J, Kuo P-H. 2017. Chronotype preference matters for depression in youth. Chronobiol Int. 34(7):933–941. doi:10.1080/07420528.2017.1327441.
  • Clemente V (1997). Sono e vigília em crianças de idade escolar: hábitos, comportamentos e problemas Master thesis. University of Coimbra.
  • Cohen J. 1988. Statistical power analysis for the behavioral sciences. 2nd ed. New York: L. Erlbaum Associates
  • Cohen RJ, Swerdlik ME. 2017. Psychological testing and assessment: an introduction to tests and measurements. 9th ed. New York: McGraw-Hill Education.
  • Couto D, Gomes A, Azevedo H, Leitao J, Silva C (2014). The European Portuguese version of the children chronoType Questionnaire (CCTQ): reliability and raw scores in a large continental sample [P532]. [Abstract]. 23:160. doi:10.1111/jsr.12213/abstract
  • Cox RC, Olatunji BO. 2019. Differential associations between chronotype, anxiety, and negative affect: a structural equation modeling approach. J Affect Disord. 257:321–330. doi:10.1016/j.jad.2019.07.012
  • Cruz HMF, Gomes AA, Martins AM, Leitão JA, Clarisse R, Le Floc’h N, Da Silva CF. 2016. Morning-evening types in kindergarten, time-of-day and performance on basic learning skills. Int Online J Educ Sci. 8(5). doi:10.15345/iojes.2016.05.014.
  • Dagys N, McGlinchey EL, Talbot LS, Kaplan KA, Dahl RE, Harvey AG. 2012. Double trouble? The effects of sleep deprivation and chronotype on adolescent affect: effects of sleep deprivation and chronotype on adolescent affect. J Child Psychol Psychiatry. 53(6):660–667. doi:10.1111/j.1469-7610.2011.02502.x.
  • Díaz-Morales JF, Escribano C. 2014. Consequences of adolescent’s evening preference on school achievement: a review. [Consecuencias de la mayor vespertinidad durante la adolescencia para el funcionamiento psicológico: una revisión]. An. Psicol. 30(3):1096–1104. doi:10.6018/analesps.30.3.167941.
  • Díaz-Morales JF, Escribano C, Jankowski KS. 2015. Chronotype and time-of-day effects on mood during school day. Chronobiol Int. 32(1):37–42. doi:10.3109/07420528.2014.949736.
  • Doi Y, Ishihara K, Uchiyama M. 2014. Sleep/wake patterns and circadian typology in preschool children based on standardized parental self-reports. Chronobiol Int. 31(3):328–336. doi:10.3109/07420528.2013.852103.
  • Emens JS, Berman AM, Thosar SS, Butler MP, Roberts SA, Clemons NA, Herzig MX, McHill AW, Morimoto M, Bowles NP, et al. 2020. Circadian rhythm in negative affect: implications for mood disorders. Psychiatry Res. 293:113337. doi:10.1016/j.psychres.2020.113337
  • Escribano C, Díaz-Morales JF. 2014. Daily fluctuations in attention at school considering starting time and chronotype: an exploratory study. Chronobiol Int. 31(6):761–769. doi:10.3109/07420528.2014.898649.
  • Evans LD. 1996. A two-score composite program for combining standard scores. Behav Res Methods Instrum Comput. 28(2):209–213. doi:10.3758/BF03204767.
  • Feise RJ. 2002. Do multiple outcome measures require p-value adjustment? BMC Med Res Methodol. 2(1):8. doi:10.1186/1471-2288-2-8.
  • Ferreira-González I, Alonso-Coello P, Solá I, Pacheco-Huergo V, Domingo-Salvany A, Alonso J, Montori V, Permanyer-Miralda G. 2008. Composite endpoints in clinical trials. Rev Esp Cardiol. doi:10.1016/S1885-5857(08)60116-4
  • Field A. 2018. Discovering statistics using IBM SPSS statistics. 5th ed. London: SAGE Publications.
  • Fleitlich B, Loureiro M, Fonseca A, Gaspar F. (2005). Questionário de capacidades e de dificuldades (SDQ-Por) [strengths and difficulties questionnaire—Portuguese version]. Youth in Mind. [accessed 2017 March 30]. http://www.sdqinfo.org.
  • Foster RG, Kreitzman L. 2017. Circadian rhythms: a very short introduction. New York: Oxford University Press. doi:10.1093/actrade/9780198717683.003.0002.
  • Freemantle F, Calverkut M, Wood J, Eastaugh J, Griffin C. 2003. Composite outcomes in randomized trials: greater precision but with greater uncertainty? JAMA. 289(19):2554–2559. doi:10.1001/jama.289.19.2554.
  • Gariépy G, Riehm KE, Whitehead RD, Doré I, Elgar FJ. 2019. Teenage night owls or early birds? Chronotype and the mental health of adolescents. J Sleep Res. 28(3):e12723. doi:10.1111/jsr.12723.
  • Gelbmann G, Kuhn-Natriashvili S, Pazhedath TJ, Ardeljan M, Wöber C, Wöber-Bingöl Ç. 2012. Morningness: protective factor for sleep-related and emotional problems in childhood and adolescence? Chronobiol Int. 29(7):898–910. doi:10.3109/07420528.2012.686946.
  • Giacomoni CH, Hutz CS. 2006. Escala de afeto positivo e negativo para crianças: estudos de construção e validação. Psicol Esc Educ. 10(2):235–245. doi:10.1590/S1413-85572006000200007.
  • Goodman R. 1997. The strengths and difficulties questionnaire: a research note. J Child Psychol Psychiatry. 38(5):581–586. doi:10.1111/j.1469-7610.1997.tb01545.x.
  • Goodman R, Meltzer H, Bailey V. 1998. The strengths and difficulties questionnaire: a pilot study on the validity of the self-report version. Adolesc Psychiatry. 7(3):6.
  • Hagenauer MH, Perryman JI, Lee TM, Carskadon MA. 2009. Adolescent changes in the homeostatic and circadian regulation of sleep. Dev Neurosci. 31(4):276–284. doi:10.1159/000216538.
  • 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(3):408–416. doi:10.1111/j.1467-7687.2012.01137.x.
  • Haraden DA, Mullin 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.
  • Hasler BP, Allen JJ, Sbarra DA, Bootzin RR, Bernert RA. 2010. Morningness–eveningness and depression: preliminary evidence for the role of the behavioral activation system and positive affect. Psychiatry Res. 176(2–3):166–173. doi:10.1016/j.psychres.2009.06.006.
  • Hill DW, Chtourou H. 2020. The effect of time of day and chronotype on the relationships between mood state and performance in a Wingate test. Chronobiol Int. 37(11):1599–1610. doi:10.1080/07420528.2020.1786394.
  • Holder MD. 2012. The assessment of happiness in adults and children. In: Holder MD, editor. Happiness in children: measurement, correlates and enhancement of positive subjective well-being. Dordrecht: Springer Netherlands; 19–33. doi:10.1007/978-94-007-4414-1_3.
  • Horne JA, Ostberg O. 1976. A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. Int J Chronobiol. 4(2):97–110.
  • 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:10.1016/j.lindif.2016.09.013
  • Jankowski KS, Ciarkowska W. 2008. Diurnal variation in energetic arousal, tense arousal, and hedonic tone in extreme morning and evening types. Chronobiol Int. 25(4):577–595. doi:10.1080/07420520802261770.
  • Jeong Jeong H, Moon E, Min Park J, Dae Lee B, Min Lee Y, Choi Y, In Chung Y. 2015. The relationship between chronotype and mood fluctuation in the general population. Psychiatry Res. 229(3):867–871. doi:10.1016/j.psychres.2015.07.067.
  • Kline RB. 2005. Principles and practice of structural equation modelling. 2nd ed. New York: Guilford Press.
  • Knief U, Forstmeier W. 2021. Violating the normality assumption may be the lesser of two evils. Behav Res Methods. 53(6):2576–2590. doi:10.3758/s13428-021-01587-5.
  • Levandovski R, Sasso E, Hidalgo MP. 2013. Chronotype: a review of the advances, limits and applicability of the main instruments used in the literature to assess human phenotype. Trends Psychiatry Psychother. 35(1):3–11. doi:10.1590/S2237-60892013000100002.
  • Martínez-Lozano N, Barraco GM, Rios R, Ruiz MJ, Tvarijonaviciute A, Fardy P, Madrid JA, Garaulet M. 2020. Evening types have social jet lag and metabolic alterations in school-age children. Sci Rep. 10(1). doi:10.1038/s41598-020-73297-5.
  • Matias MCS (2004). Aferição do state-trait anxiety inventory for children (STAIC) de spielberger para a população portuguesa [spielberger’s State-trait anxiety inventory for children (STAIC) adaptation for the Portuguese population] Master’s thesis. Badajoz: University of Extremadura.
  • Montaruli A, Castelli L, Mulè A, Scurati R, Esposito F, Galasso L, Roveda E. 2021. Biological rhythm and chronotype: new perspectives in health. Biomolecules. 11(4):487. doi:10.3390/biom11040487.
  • Nakagawa S. 2004. A farewell to bonferroni: the problems of low statistical power and publication bias. Behav Ecol. 15(6):1044–1045. doi:10.1093/beheco/arh107.
  • Nowack K, Van Der Meer E. 2018. The synchrony effect revisited: chronotype, time of day and cognitive performance in a semantic analogy task. Chronobiol Int. 35(12):1647–1662. doi:10.1080/07420528.2018.1500477.
  • Nunnally JC. 1978. Psychometric Theory. 2nd ed. New York: McGraw-Hill.
  • Perneger TV. 1998. What’s wrong with bonferroni adjustments. Br Med J. 316(7139):1236–1238. doi:10.1136/bmj.316.7139.1236.
  • 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(3):426–437. doi:10.1080/07420528.2017.1278704.
  • Randler C, Bilger S, Díaz-Morales JF. 2009. Associations among sleep, chronotype, parental monitoring, and pubertal development among German adolescents. J Psychol. 143(5):509–520. doi:10.3200/jrl.143.5.509-520.
  • Randler C, Rahafar A, Arbabi T, Bretschneider R. 2014. Affective state of school pupils during their first lesson of the day-effect of morningness-eveningness. Mind Brain Educ. 8(4):214–219. doi:10.1111/mbe.12060.
  • Randler C, Weber V. 2015. Positive and negative affect during the school day and its relationship to morningness–eveningness. Biol Rhythm Res. 46(5):683–690. doi:10.1080/09291016.2015.1046249.
  • Randler C, Bechtold K, Vogel M. 2016. Chronotype and time of day do not influence mathematical achievement in standardised tests, but impact on affect – results from a field experiment. Int Online J Educ Sci. 8(5). doi:10.15345/iojes.2016.05.006.
  • 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(1):45874. doi:10.1038/srep45874.
  • Roenneberg T, Kuehnle T, Pramstaller PP, Ricken J, Havel M, Guth A, Merrow M. 2004. A marker for the end of adolescence. Current Biol. 14(24):R1038–R1039. doi:10.1016/j.cub.2004.11.039.
  • Schmuckler MA. 2001. What is ecological validity? A dimensional analysis. Infancy. 2(4):419–436. doi:10.1207/s15327078in0204_02.
  • Seymor T. 2017. Experimental designs. In: Gorvine B, Rosengren K, Stein L, Biolsi K, editors. Research methods: from theory to practice. New York: Oxford University Press; p. 177–204.
  • Shiffman S, Stone AA, Hufford MR. 2008. Ecological momentary assessment. Annu Rev Clin Psychol. 4(1):1–32. doi:10.1146/annurev.clinpsy.3.022806.091415.
  • Spielberger CD. 1973. Manual for the State trait anxiety inventory for children. Palo Alto (CA): Consulting Psychologists Press.
  • Touchette É, Mongrain V, Petit D, Tremblay RE, Montplaisir JY. 2008. Development of sleep-wake schedules during childhood and relationship with sleep duration. Arch Pediatr Adolesc Med. 162(4):343–349. doi:10.1001/archpedi.162.4.343.
  • Van der Heijden KB, Stoffelsen RJ, Popma A, Swaab H. 2018. Sleep, chronotype, and sleep hygiene in children with attention-deficit/hyperactivity disorder, autism spectrum disorder, and controls. Eur Child Adolesc Psychiatry. 27(1):99–111. doi:10.1007/s00787-017-1025-8.
  • Watson D, Clark LA, Tellegen A. 1988. Development and validation of brief measures of positive and negative affect: the PANAS scales. J Pers Soc Psychol. 54(6):1063–1070. doi:10.1037/0022-3514.54.6.1063.
  • Werner H, LeBourgeois MK, Geiger A, Jenni OG. 2009. Assessment of chronotype in four- to eleven-year-old children: reliability and validity of the children’s chronotype questionnaire (CCTQ). Chronobiol Int. 26(5):992–1014. doi:10.1080/07420520903044505.
  • Willis TA, O’Connor DB, Smith L. 2005. The influence of morningness–eveningness on anxiety and cardiovascular responses to stress. Physiol Behav. 85(2):125–133. doi:10.1016/j.physbeh.2005.03.013.
  • Zarch ZN, Sharifi M, Heidari M, Pakdaman S. 2018. Investigating chronotype orientation on daily and weekly rhythm fluctuations in preschoolers working memory performance. Int Clin Neurosci J. 5(4):150–157. doi:10.15171/icnj.2018.27.
  • Zimmermann LK. 2016. The influence of chronotype in the daily lives of young children. Chronobiol Int. 33(3):268–279. doi:10.3109/07420528.2016.1138120.