Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school
Identifieur interne : 001742 ( Istex/Corpus ); précédent : 001741; suivant : 001743Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school
Auteurs : Franzis Preckel ; Anastasiya A. Lipnevich ; Katharina Boehme ; Lena Brandner ; Karsten Georgi ; Tanja Könen ; Katharina Mursin ; Richard D. RobertsSource :
- British Journal of Educational Psychology [ 0007-0998 ] ; 2013-03.
Abstract
Background. Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes.
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DOI: 10.1111/j.2044-8279.2011.02059.x
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Lipnevich</name><affiliation><mods:affiliation>Queens College, CUNY, New York, USA</mods:affiliation></affiliation></author><author><name sortKey="Boehme, Katharina" sort="Boehme, Katharina" uniqKey="Boehme K" first="Katharina" last="Boehme">Katharina Boehme</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brandner, Lena" sort="Brandner, Lena" uniqKey="Brandner L" first="Lena" last="Brandner">Lena Brandner</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Georgi, Karsten" sort="Georgi, Karsten" uniqKey="Georgi K" first="Karsten" last="Georgi">Karsten Georgi</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Konen, Tanja" sort="Konen, Tanja" uniqKey="Konen T" first="Tanja" last="Könen">Tanja Könen</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Mursin, Katharina" sort="Mursin, Katharina" uniqKey="Mursin K" first="Katharina" last="Mursin">Katharina Mursin</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Roberts, Richard D" sort="Roberts, Richard D" uniqKey="Roberts R" first="Richard D." last="Roberts">Richard D. 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Lipnevich</name><affiliation><mods:affiliation>Queens College, CUNY, New York, USA</mods:affiliation></affiliation></author><author><name sortKey="Boehme, Katharina" sort="Boehme, Katharina" uniqKey="Boehme K" first="Katharina" last="Boehme">Katharina Boehme</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brandner, Lena" sort="Brandner, Lena" uniqKey="Brandner L" first="Lena" last="Brandner">Lena Brandner</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Georgi, Karsten" sort="Georgi, Karsten" uniqKey="Georgi K" first="Karsten" last="Georgi">Karsten Georgi</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Konen, Tanja" sort="Konen, Tanja" uniqKey="Konen T" first="Tanja" last="Könen">Tanja Könen</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Mursin, Katharina" sort="Mursin, Katharina" uniqKey="Mursin K" first="Katharina" last="Mursin">Katharina Mursin</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Roberts, Richard D" sort="Roberts, Richard D" uniqKey="Roberts R" first="Richard D." last="Roberts">Richard D. 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Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Franzis Preckel</name><affiliations><json:string>University of Trier, Germany</json:string><json:string>E-mail: preckel@uni-trier.de</json:string></affiliations></json:item><json:item><name>Anastasiya A. 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New York : Oxford University Press.</title></host></json:item></refBibs><genre><json:string>article</json:string></genre><host><volume>83</volume><publisherId><json:string>BJEP</json:string></publisherId><pages><total>21</total><last>134</last><first>114</first></pages><issn><json:string>0007-0998</json:string></issn><issue>1</issue><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>2044-8279</json:string></eissn><title>British Journal of Educational Psychology</title><doi><json:string>10.1111/(ISSN)2044-8279</json:string></doi></host><categories><wos><json:string>social science</json:string><json:string>psychology, educational</json:string></wos><scienceMetrix><json:string>economic & social sciences</json:string><json:string>social sciences</json:string><json:string>education</json:string></scienceMetrix></categories><publicationDate>2013</publicationDate><copyrightDate>2013</copyrightDate><doi><json:string>10.1111/j.2044-8279.2011.02059.x</json:string></doi><id>51C18595FCAD05C6D36B8637D19B051271069BAA</id><score>1.3434322</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/51C18595FCAD05C6D36B8637D19B051271069BAA/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/51C18595FCAD05C6D36B8637D19B051271069BAA/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/51C18595FCAD05C6D36B8637D19B051271069BAA/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><availability><p>© 2011 The British Psychological Society</p></availability><date>2013</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school</title><author xml:id="author-1"><persName><forename type="first">Franzis</forename><surname>Preckel</surname></persName><email>preckel@uni-trier.de</email><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-2"><persName><forename type="first">Anastasiya A.</forename><surname>Lipnevich</surname></persName><affiliation>Queens College, CUNY, New York, USA</affiliation></author><author xml:id="author-3"><persName><forename type="first">Katharina</forename><surname>Boehme</surname></persName><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-4"><persName><forename type="first">Lena</forename><surname>Brandner</surname></persName><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-5"><persName><forename type="first">Karsten</forename><surname>Georgi</surname></persName><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-6"><persName><forename type="first">Tanja</forename><surname>Könen</surname></persName><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-7"><persName><forename type="first">Katharina</forename><surname>Mursin</surname></persName><affiliation>University of Trier, Germany</affiliation></author><author xml:id="author-8"><persName><forename type="first">Richard D.</forename><surname>Roberts</surname></persName><affiliation>Center for Academic and Workforce Readiness and Success, Educational Testing Service, Princeton, New Jersey, USA</affiliation></author></analytic><monogr><title level="j">British Journal of Educational Psychology</title><idno type="pISSN">0007-0998</idno><idno type="eISSN">2044-8279</idno><idno type="DOI">10.1111/(ISSN)2044-8279</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2013-03"></date><biblScope unit="volume">83</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="114">114</biblScope><biblScope unit="page" to="134">134</biblScope></imprint></monogr><idno type="istex">51C18595FCAD05C6D36B8637D19B051271069BAA</idno><idno type="DOI">10.1111/j.2044-8279.2011.02059.x</idno><idno type="ArticleID">BJEP2059</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2013</date></creation><langUsage><language ident="en">en</language></langUsage><abstract><p>Background. Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes.</p></abstract><abstract><p>Aims. The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark‐Owl Chronotype Indicator.</p></abstract><abstract><p>Sample. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students.</p></abstract><abstract><p>Method. Students were assessed in class via self‐report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype.</p></abstract><abstract><p>Results. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math–science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent‐ratings and behavioural data.</p></abstract><abstract><p>Conclusions. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.</p></abstract></profileDesc><revisionDesc><change when="2013-03">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/51C18595FCAD05C6D36B8637D19B051271069BAA/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Ltd</publisherName><publisherLoc>Oxford, UK</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1111/(ISSN)2044-8279</doi><issn type="print">0007-0998</issn><issn type="electronic">2044-8279</issn><idGroup><id type="product" value="BJEP"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="BRITISH JOURNLA OF EDUCATIONAL PSYCHOLOGY">British Journal of Educational Psychology</title></titleGroup></publicationMeta><publicationMeta level="part" position="03101"><doi origin="wiley">10.1111/bjep.2013.83.issue-1</doi><numberingGroup><numbering type="journalVolume" number="83">83</numbering><numbering type="journalIssue">1</numbering></numberingGroup><coverDate startDate="2013-03">March 2013</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="7" status="forIssue"><doi origin="wiley">10.1111/j.2044-8279.2011.02059.x</doi><idGroup><id type="unit" value="BJEP2059"></id></idGroup><countGroup><count type="pageTotal" number="21"></count></countGroup><titleGroup><title type="tocHeading1">Original Articles</title></titleGroup><copyright><i>© 2011 The British Psychological Society</i></copyright><eventGroup><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:3.1.9 mode:FullText" date="2012-11-12"></event><event agent="SPS" date="2013-01-31" type="xmlCorrected"></event><event type="publishedOnlineEarlyUnpaginated" date="2012-01-03"></event><event type="firstOnline" date="2012-01-03"></event><event type="publishedOnlineFinalForm" date="2013-02-01"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-08"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.6.4 mode:FullText" date="2015-10-02"></event></eventGroup><numberingGroup><numbering type="pageFirst">114</numbering><numbering type="pageLast">134</numbering></numberingGroup><correspondenceTo><i>Prof. Dr. Franzis Preckel, University of Trier, Department of Psychology, 54286 Trier, Germany (e‐mail: </i><email normalForm="preckel@uni-trier.de">preckel@uni-trier.de</email><i>).</i></correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:BJEP.BJEP2059.pdf"></link></linkGroup></publicationMeta><contentMeta><unparsedEditorialHistory>Received 24 March 2011; revised version received 8 November 2011</unparsedEditorialHistory><countGroup><count type="figureTotal" number="0"></count><count type="tableTotal" number="3"></count><count type="formulaTotal" number="0"></count><count type="referenceTotal" number="106"></count><count type="linksCrossRef" number="147"></count></countGroup><titleGroup><title type="main">Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school</title><title type="shortAuthors"><i>Franzis Preckel</i> et al.</title><title type="short"><i>Morningness‐eveningness and educational outcomes</i></title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" corresponding="yes"><personName><givenNames>Franzis</givenNames><familyName>Preckel</familyName></personName></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#a2"><personName><givenNames>Anastasiya A.</givenNames><familyName>Lipnevich</familyName></personName></creator><creator creatorRole="author" xml:id="cr3" affiliationRef="#a1"><personName><givenNames>Katharina</givenNames><familyName>Boehme</familyName></personName></creator><creator creatorRole="author" xml:id="cr4" affiliationRef="#a1"><personName><givenNames>Lena</givenNames><familyName>Brandner</familyName></personName></creator><creator creatorRole="author" xml:id="cr5" affiliationRef="#a1"><personName><givenNames>Karsten</givenNames><familyName>Georgi</familyName></personName></creator><creator creatorRole="author" xml:id="cr6" affiliationRef="#a1"><personName><givenNames>Tanja</givenNames><familyName>Könen</familyName></personName></creator><creator creatorRole="author" xml:id="cr7" affiliationRef="#a1"><personName><givenNames>Katharina</givenNames><familyName>Mursin</familyName></personName></creator><creator creatorRole="author" xml:id="cr8" affiliationRef="#a3"><personName><givenNames>Richard D.</givenNames><familyName>Roberts</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="DE"><unparsedAffiliation>University of Trier, Germany</unparsedAffiliation></affiliation><affiliation xml:id="a2" countryCode="US"><unparsedAffiliation>Queens College, CUNY, New York, USA</unparsedAffiliation></affiliation><affiliation xml:id="a3" countryCode="US"><unparsedAffiliation>Center for Academic and Workforce Readiness and Success, Educational Testing Service, Princeton, New Jersey, USA</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><p><b>Background.</b> Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes.</p><p><b>Aims.</b> The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark‐Owl Chronotype Indicator.</p><p><b>Sample.</b> The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students.</p><p><b>Method.</b> Students were assessed in class via self‐report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype.</p><p><b>Results.</b> Eveningness was a significant (negative) predictor of overall grade point average (GPA), math–science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent‐ratings and behavioural data.</p><p><b>Conclusions.</b> Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. Implications for educational practice are also discussed.</p></abstract></abstractGroup></contentMeta><noteGroup><note xml:id="n-fnt-1"><p><i>All statements expressed in this article are the author's and do not reflect the official opinions or policies of the authors host affiliations.</i></p></note></noteGroup></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Morningness‐eveningness and educational outcomes</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school</title></titleInfo><name type="personal"><namePart type="given">Franzis</namePart><namePart type="family">Preckel</namePart><affiliation>University of Trier, Germany</affiliation><affiliation>E-mail: preckel@uni-trier.de</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Anastasiya A.</namePart><namePart type="family">Lipnevich</namePart><affiliation>Queens College, CUNY, New York, USA</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Katharina</namePart><namePart type="family">Boehme</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Lena</namePart><namePart type="family">Brandner</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Karsten</namePart><namePart type="family">Georgi</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Tanja</namePart><namePart type="family">Könen</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Katharina</namePart><namePart type="family">Mursin</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Richard D.</namePart><namePart type="family">Roberts</namePart><affiliation>Center for Academic and Workforce Readiness and Success, Educational Testing Service, Princeton, New Jersey, USA</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2013-03</dateIssued><edition>Received 24 March 2011; revised version received 8 November 2011</edition><copyrightDate encoding="w3cdtf">2013</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="tables">3</extent><extent unit="references">106</extent></physicalDescription><abstract>Background. Chronotype refers to individuals’ preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes.</abstract><abstract>Aims. The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number of traditional predictors. In so doing, a further aim was ongoing validation of a chronotype questionnaire, the Lark‐Owl Chronotype Indicator.</abstract><abstract>Sample. The sample comprised 272 students attending 9th and 10th grades at five German high schools. Data was also obtained from 132 parents of these students.</abstract><abstract>Method. Students were assessed in class via self‐report questionnaires and a standardized cognitive test. Parents filled out a questionnaire at home. The incremental validity of chronotype was investigated using hierarchical linear regression. Validity of the chronotype questionnaire was assessed by correlating student ratings of their chronotype with behavioural data on sleep, food intake, and drug consumption and with parent ratings of chronotype.</abstract><abstract>Results. Eveningness was a significant (negative) predictor of overall grade point average (GPA), math–science GPA, and language GPA, after cognitive ability, conscientiousness, need for cognition, achievement motivation, and gender were held constant. Validity evidence for the chronotype measure was established by significant correlations with parent‐ratings and behavioural data.</abstract><abstract>Conclusions. Results point to the possible discrimination of adolescents with a proclivity towards eveningness at school. Possible explanations for the relationship between chronotype and academic achievement are presented. 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