Morningness is associated with better gradings and higher attention in ...

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➂ Previous studies on chronotype, gradings and attention. • Present study ... The role of eveningness in adolescent behaviour: impact on gradings and attention.
Morningness is associated with better gradings and higher attention in class The role of eveningness in adolescent behaviour

Christian Vollmer & Christoph Randler [email protected], [email protected]

The role of eveningness in adolescent behaviour: impact on gradings and attention Preview • Background ❶ Theoretical background ❷ Previous studies by the authors ❸ Previous studies on chronotype, gradings and attention • Present study ❶ Sample ❷ Variables • Results ❶ Bar graphs ❷ Correlations ❸ Structural equation model • Conclusion Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

2

Chronotype ❶ Theoretical background

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype ❶ Theoretical background

Geophysical environment

Individual differences Social environment Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype ❶ Theoretical background

Photoperiod

Natale 1997 Vollmer et al. 2012

Light at night

Danilenko et al. 2011 Vollmer et al. 2012

Genes

Hormones

Carskadon 2002

Stress

Grandin et al. 2006 Vollmer et al. 2011 Jankowski 2013

Stimulants Adan 2004

Age Roenneberg et al. 2004 Gender Chelminski et al. 1997 Personality

Jankowski 2013, Muro et al. 2009 Tsaousis 2010, Vollmer & Randler 2012

Circadian preferences

Social Background Nixon et al. 2008

Background ❶❷❸

Hur et al. 1998

Present study ❶❷

Gradings

Randler & Frech 2009 Roeser et al. 2013 Results ❶❷❸

Screen media Higuchi et al. 2005

Attention

Clarisse et al. 2010 Vollmer et al. 2013 Conclusion

Chronotype ❷ Previous studies by the authors

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype ❶ Theoretical background

Photoperiod

Natale 1997 Vollmer et al. 2012

Light at night

Danilenko et al. 2011 Vollmer et al. 2012

Genes

Hormones

Carskadon 2002

Stress

Grandin et al. 2006 Vollmer et al. 2011 Jankowski 2013

Stimulants Adan 2004

Age Roenneberg et al. 2004 Gender Chelminski et al. 1997 Personality

Jankowski 2013, Muro et al. 2009 Tsaousis 2010, Vollmer & Randler 2012

Circadian preferences

Social Background Nixon et al. 2008

Background ❶❷❸

Hur et al. 1998

Present study ❶❷

Gradings

Screen media Higuchi et al. 2005

Attention

Clarisse et al. 2010

Randler & Frech 2009 Roeser et al. 2013 Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Previous studies on chronotype, gradings and attention

Early chronotype

Better gradings

Background ❶❷❸

Present study ❶❷

Higher attention

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Previous studies on chronotype, gradings and attention

Early chronotype

Better gradings

Background ❶❷❸

Present study ❶❷

Higher attention

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Previous studies on chronotype, gradings and attention

Early chronotype

Better gradings

Background ❶❷❸

Present study ❶❷

Higher attention

Results ❶❷❸

Conclusion

Present study ❶ Sample 1977 pupils from Heidelberg region 51,8 % boys 48,2 % girls

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Present study ❷ Variables Control variables

Composite Scale of Morningness (CSM) Smith 1989 scale 13-55 (55 = extreme morning type) mean 34.3 (SD ± 7.1)

Age in months mean 13.4 (SD ± 1.6)

Chronotype

Class level level 5-9 in secondary school

Gradings Self-report from last school certificate scale 1-6 (6=outstanding) mean 4.27 (SD ± 0.7) Background ❶❷❸

Present study ❶❷

Attention D2 (letter crossing-out test), Brickenkamp 1994 range -37 to 265 (high scores = high attention) mean 136.0 (SD ± 34.5) Results ❶❷❸

Conclusion

Present study ❷ Variables Composite Scale of Morningness (CSM) Smith 1989

Control variables Age

scale 13-55 (55 = extreme morning type) mean 34.3 (SD ± 7.1)

in months mean 13.4 (SD ± 1.6)

Chronotype

Class level level 5-9 in secondary school

Gradings Self-report from last school certificate scale 1-6 (6=outstanding) mean 4.27 (SD ± 0.7) Background ❶❷❸

Present study ❶❷

Attention D2 (letter crossing-out test), Brickenkamp 1994 range -37 to 265 (high scores = high attention) mean 136.0 (SD ± 34.5) Results ❶❷❸

Conclusion

Composite Scale of Morningness (CSM), Smith et al. 1989

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Present study ❷ Variables Composite Scale of Morningness (CSM) Smith 1989

Control variables Age

scale 13-55 (55 = extreme morning type) mean 34.3 (SD ± 7.1)

in months mean 13.4 (SD ± 1.6)

Chronotype

Class level level 5-9 in secondary school

Academic performance Gradings Self-report from last school certificate scale 1-6 (6=outstanding) mean 4.27 (SD ± 0.7) Background ❶❷❸

Present study ❶❷

Attention D2 (letter crossing-out test), Brickenkamp 1994 range -37 to 265 (high scores = high attention) mean 136.0 (SD ± 34.5) Results ❶❷❸

Conclusion

Present study ❷ Variables Composite Scale of Morningness (CSM) Smith 1989

Control variables Age

scale 13-55 (55 = extreme morning type) mean 34.3 (SD ± 7.1)

in months mean 13.4 (SD ± 1.6)

Chronotype

Class level level 5-9 in secondary school

Academic performance Gradings Self-report from last school certificate scale 1-6 (6=outstanding) mean 4.27 (SD ± 0.7) Background ❶❷❸

Present study ❶❷

Attention D2 (letter crossing-out test), Brickenkamp 1994 range -37 to 265 (high scores = high attention) mean 136.0 (SD ± 34.5) Results ❶❷❸

Conclusion

D2 attention test, Brickenkamp 1994

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Present study ❷ Variables Composite Scale of Morningness (CSM) Smith 1989

Control variables Age

scale 13-55 (55 = extreme morning type) mean 34.3 (SD ± 7.1)

in months mean 13.4 (SD ± 1.6)

Chronotype

Class level level 5-9 in secondary school

Gradings Self-report from last school certificate scale 1-6 (6=outstanding) mean 4.27 (SD ± 0.7) Background ❶❷❸

Present study ❶❷

Attention D2 (letter crossing-out test), Brickenkamp 1994 range -37 to 265 (high scores = high attention) mean 136.0 (SD ± 34.5) Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❶ Bar graphs

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❷ Partial correlations

Chronotype

Gradings

Gradings 0.227 *** Attention 0.085 ***

0.178 ***

Person’s partial correlation coefficients, controlling for age & gender. ***, p < 0.001.

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

RMSEA = .011 (PCLOSE = .867), χ2/df = 1.235 Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Chronotype, gradings and attention ❸ Structual equation model

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Conclusion

• Sleep deprivation in evening types on school days

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Conclusion

• Sleep deprivation in evening types on school days • Different coping strategies for highly focused work • Evening types work faster but manage to maintain high concentration for a shorter time and work less pedantic, less stable, under the risk of making more errors than morning types. • Conscientiousness (m-types) vs. impulsivity (e-types) Adan et al. 2012; Russo et al. 2012

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Conclusion

• Sleep deprivation in evening types on school days • Different coping strategies for highly focused work • Evening types work faster but manage to maintain high concentration for a shorter time and work less pedantic, less stable, under the risk of making more errors than morning types. • Conscientiousness (m-types) vs. impulsivity (e-types) Adan et al. 2012; Russo et al. 2012 • Solutions • School intervention program on sleep hygiene behaviour • Delay of school start times

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Conclusion

• Sleep deprivation in evening types on school days • Different coping strategies for highly focused work • Evening types work faster but manage to maintain high concentration for a shorter time and work less pedantic, less stable, under the risk of making more errors than morning types. • Conscientiousness (m-types) vs. impulsivity (e-types) Adan et al. 2012; Russo et al. 2012 • Solutions • School intervention program on sleep hygiene behaviour • Delay of school start times • Limitations • Self-report nature of the data • German school schedules are limited to morning hours; there is no easy way to measure attention in the late afternoon and evening.

Background ❶❷❸

Present study ❶❷

Results ❶❷❸

Conclusion

Thank you for listening! Vollmer C, Randler C, Di Milia L (2012). Further evidence for the influence of photoperiod at birth on chronotype in a sample of German adolescents. Chronobiology International 29: 1345-1351. Vollmer C, Michel U, Randler C (2012). Outdoor light at night (LAN) is correlated with eveningness in adolescents. Chronobiology International 29: 502-508. Vollmer C, Randler C (2012). Circadian preferences and personality values: Morning types prefer social values, evening types prefer individual values. Personality and Individual Differences 52: 738-743. Vollmer C, Schaal S, Hummel E, Randler C (2011). Association among school‐related, parental and self‐related problems and morningness–eveningness in adolescents. Stress & Health 27: 413-419. Vollmer C, Pötsch F, Randler C (unpublished). Morningness is associated with better gradings and higher attention in class. Submitted to Learning and Individual Differences, first revision.