UnivTrevesV1, PascalFrancis, Corpus, bibRecord, 000188

Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school

Identifieur interne : 000188 ( PascalFrancis/Corpus ); précédent : 000187; suivant : 000189

Morningness-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. Roberts

Source :

British Journal of Educational Psychology [ 0007-0998 ] ; 2013.

RBID : Pascal:13-0137176

Descripteurs français

Pascal (Inist)
- Chronobiologie, Facteur prédictif, Réussite scolaire, Milieu scolaire, Lycée, Adolescent, Matinalité vespéralité.

English descriptors

KwdEn :
- Academic achievement, Adolescent, Chronobiology, Grammar school, Morningness eveningness, Predictive factor, School environment.

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. 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. 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. 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. 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.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A06				`@3 p. 1`
A08	`01`	`1`	`ENG`	`@1 Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school`
A11	`01`	`1`		`@1 PRECKEL (Franzis)`
A11	`02`	`1`		`@1 LIPNEVICH (Anastasiya A.)`
A11	`03`	`1`		`@1 BOEHME (Katharina)`
A11	`04`	`1`		`@1 BRANDNER (Lena)`
A11	`05`	`1`		`@1 GEORGI (Karsten)`
A11	`06`	`1`		`@1 KÖNEN (Tanja)`
A11	`07`	`1`		`@1 MURSIN (Katharina)`
A11	`08`	`1`		`@1 ROBERTS (Richard D.)`
A14	`01`			`@1 University of Trier @3 DEU @Z 1 aut. @Z 3 aut. @Z 4 aut. @Z 5 aut. @Z 6 aut. @Z 7 aut.`
A14	`02`			`@1 Queens College, CUNY @2 New York @3 USA @Z 2 aut.`
A14	`03`			`@1 Center for Academic and Workforce Readiness and Success, Educational Testing Service @2 Princeton, New Jersey @3 USA @Z 8 aut.`
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A21				`@1 2013`
A23	`01`			`@0 ENG`
A43	`01`			`@1 INIST @2 1059 @5 354000182595320060`
A44				`@0 0000 @1 © 2013 INIST-CNRS. All rights reserved.`
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A60				`@1 P`
A61				`@0 A`
A64	`01`	`1`		`@0 British Journal of Educational Psychology`
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C01	`01`		`ENG`	@0 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. 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. 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. 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. 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.
C02	`01`	`X`		`@0 002A26K03`
C03	`01`	`X`	`FRE`	`@0 Chronobiologie @5 01`
C03	`01`	`X`	`ENG`	`@0 Chronobiology @5 01`
C03	`01`	`X`	`SPA`	`@0 Cronobiología @5 01`
C03	`02`	`X`	`FRE`	`@0 Facteur prédictif @5 02`
C03	`02`	`X`	`ENG`	`@0 Predictive factor @5 02`
C03	`02`	`X`	`SPA`	`@0 Factor predictivo @5 02`
C03	`03`	`X`	`FRE`	`@0 Réussite scolaire @5 03`
C03	`03`	`X`	`ENG`	`@0 Academic achievement @5 03`
C03	`03`	`X`	`SPA`	`@0 Logro escolar @5 03`
C03	`04`	`X`	`FRE`	`@0 Milieu scolaire @5 04`
C03	`04`	`X`	`ENG`	`@0 School environment @5 04`
C03	`04`	`X`	`SPA`	`@0 Medio escolar @5 04`
C03	`05`	`X`	`FRE`	`@0 Lycée @5 05`
C03	`05`	`X`	`ENG`	`@0 Grammar school @5 05`
C03	`05`	`X`	`SPA`	`@0 Liceo @5 05`
C03	`06`	`X`	`FRE`	`@0 Adolescent @5 18`
C03	`06`	`X`	`ENG`	`@0 Adolescent @5 18`
C03	`06`	`X`	`SPA`	`@0 Adolescente @5 18`
C03	`07`	`X`	`FRE`	`@0 Matinalité vespéralité @4 CD @5 96`
C03	`07`	`X`	`ENG`	`@0 Morningness eveningness @4 CD @5 96`
C03	`07`	`X`	`SPA`	`@0 Matutino vespertino @4 CD @5 96`
C07	`01`	`X`	`FRE`	`@0 Homme`
C07	`01`	`X`	`ENG`	`@0 Human`
C07	`01`	`X`	`SPA`	`@0 Hombre`
N21				`@1 112`

Format Inist (serveur)

NO :	PASCAL 13-0137176 INIST
ET :	Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school
AU :	PRECKEL (Franzis); LIPNEVICH (Anastasiya A.); BOEHME (Katharina); BRANDNER (Lena); GEORGI (Karsten); KÖNEN (Tanja); MURSIN (Katharina); ROBERTS (Richard D.)
AF :	University of Trier/Allemagne (1 aut., 3 aut., 4 aut., 5 aut., 6 aut., 7 aut.); Queens College, CUNY/New York/Etats-Unis (2 aut.); Center for Academic and Workforce Readiness and Success, Educational Testing Service/Princeton, New Jersey/Etats-Unis (8 aut.)
DT :	Publication en série; Niveau analytique
SO :	British Journal of Educational Psychology; ISSN 0007-0998; Coden BJESAE; Royaume-Uni; Da. 2013; Vol. 83; No. p. 1; Pp. 114-134; Bibl. 5 p.1/2
LA :	Anglais
EA :	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. 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. 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. 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. 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.
CC :	002A26K03
FD :	Chronobiologie; Facteur prédictif; Réussite scolaire; Milieu scolaire; Lycée; Adolescent; Matinalité vespéralité
FG :	Homme
ED :	Chronobiology; Predictive factor; Academic achievement; School environment; Grammar school; Adolescent; Morningness eveningness
EG :	Human
SD :	Cronobiología; Factor predictivo; Logro escolar; Medio escolar; Liceo; Adolescente; Matutino vespertino
LO :	INIST-1059.354000182595320060
ID :	13-0137176

Links to Exploration step

Pascal:13-0137176

Le document en format XML

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<front><div type="abstract" xml:lang="en">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. 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. 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. 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. 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.</div>
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<fC01 i1="01" l="ENG"><s0>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. 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. 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. 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. 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.</s0>
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<server><NO>PASCAL 13-0137176 INIST</NO>
<ET>Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school</ET>
<AU>PRECKEL (Franzis); LIPNEVICH (Anastasiya A.); BOEHME (Katharina); BRANDNER (Lena); GEORGI (Karsten); KÖNEN (Tanja); MURSIN (Katharina); ROBERTS (Richard D.)</AU>
<AF>University of Trier/Allemagne (1 aut., 3 aut., 4 aut., 5 aut., 6 aut., 7 aut.); Queens College, CUNY/New York/Etats-Unis (2 aut.); Center for Academic and Workforce Readiness and Success, Educational Testing Service/Princeton, New Jersey/Etats-Unis (8 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>British Journal of Educational Psychology; ISSN 0007-0998; Coden BJESAE; Royaume-Uni; Da. 2013; Vol. 83; No. p. 1; Pp. 114-134; Bibl. 5 p.1/2</SO>
<LA>Anglais</LA>
<EA>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. 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. 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. 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. 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.</EA>
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<FG>Homme</FG>
<ED>Chronobiology; Predictive factor; Academic achievement; School environment; Grammar school; Adolescent; Morningness eveningness</ED>
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<SD>Cronobiología; Factor predictivo; Logro escolar; Medio escolar; Liceo; Adolescente; Matutino vespertino</SD>
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Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school

Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school

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