Interplay of chronotype and school timing predicts school performance

Most adolescents exhibit very late chronotypes and attend school early in the morning, a misalignment that can affect their health and psychological well-being. Here we examine how the interaction between the chronotype and school timing of an individual influences academic performance, studying a...

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Detalles Bibliográficos
Autores principales: Goldín, Andrea P., Sigman, Mariano, Braier, Gisela, Golombek, Diego A., Leone, María J.
Formato: Documento de trabajo publishedVersion
Lenguaje:Inglés
Publicado: Universidad Torcuato Di Tella 2024
Materias:
Sistema Educativo
Educational systems
Adolescencia
Adolescence
Rendimiento escolar
Academic achievement
chronotype
Cronotipo
Acceso en línea:https://repositorio.utdt.edu/handle/20.500.13098/13070
Aporte de:
Repositorio Digital Universidad Torcuato Di Tella de Universidad Torcuato Di Tella
id I57-R163-20.500.13098-13070
record_format dspace
spelling I57-R163-20.500.13098-130702024-10-01T07:00:23Z Interplay of chronotype and school timing predicts school performance Goldín, Andrea P. Sigman, Mariano Braier, Gisela Golombek, Diego A. Leone, María J. Sistema Educativo Educational systems Adolescencia Adolescence Rendimiento escolar Academic achievement chronotype Cronotipo Most adolescents exhibit very late chronotypes and attend school early in the morning, a misalignment that can affect their health and psychological well-being. Here we examine how the interaction between the chronotype and school timing of an individual influences academic performance, studying a unique sample of 753 Argentinian students who were randomly assigned to start school in the morning (07:45), afternoon (12:40) or evening (17:20). Although chronotypes tend to align partially with class time, this effect is insufficient to fully account for the differences with school start time. We show that (1) for morning- attending students, early chronotypes perform better than late chronotypes in all school subjects, an effect that is largest for maths; (2) this effect vanishes for students who attend school in the afternoon; and (3) late chronotypes benefit from evening classes. Together, these results demonstrate that academic performance is improved when school times are better aligned with the biological rhythms of adolescents. 2024-09-30T16:33:53Z 2024-09-30T16:33:53Z 2020-04 info:eu-repo/semantics/workingPaper info:eu-repo/semantics/publishedVersion https://repositorio.utdt.edu/handle/20.500.13098/13070 eng Documento de Trabajo. Universidad Torcuato Di Tella. Escuela de Gobierno info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-sa/2.5/ar/ 12 p. application/pdf application/pdf Universidad Torcuato Di Tella Escuela de Gobierno
institution Universidad Torcuato Di Tella
institution_str I-57
repository_str R-163
collection Repositorio Digital Universidad Torcuato Di Tella
language Inglés
orig_language_str_mv eng
topic Sistema Educativo
Educational systems
Adolescencia
Adolescence
Rendimiento escolar
Academic achievement
chronotype
Cronotipo
spellingShingle Sistema Educativo
Educational systems
Adolescencia
Adolescence
Rendimiento escolar
Academic achievement
chronotype
Cronotipo
Goldín, Andrea P.
Sigman, Mariano
Braier, Gisela
Golombek, Diego A.
Leone, María J.
Interplay of chronotype and school timing predicts school performance
topic_facet Sistema Educativo
Educational systems
Adolescencia
Adolescence
Rendimiento escolar
Academic achievement
chronotype
Cronotipo
description Most adolescents exhibit very late chronotypes and attend school early in the morning, a misalignment that can affect their health and psychological well-being. Here we examine how the interaction between the chronotype and school timing of an individual influences academic performance, studying a unique sample of 753 Argentinian students who were randomly assigned to start school in the morning (07:45), afternoon (12:40) or evening (17:20). Although chronotypes tend to align partially with class time, this effect is insufficient to fully account for the differences with school start time. We show that (1) for morning- attending students, early chronotypes perform better than late chronotypes in all school subjects, an effect that is largest for maths; (2) this effect vanishes for students who attend school in the afternoon; and (3) late chronotypes benefit from evening classes. Together, these results demonstrate that academic performance is improved when school times are better aligned with the biological rhythms of adolescents.
format Documento de trabajo
publishedVersion
author Goldín, Andrea P.
Sigman, Mariano
Braier, Gisela
Golombek, Diego A.
Leone, María J.
author_facet Goldín, Andrea P.
Sigman, Mariano
Braier, Gisela
Golombek, Diego A.
Leone, María J.
author_sort Goldín, Andrea P.
title Interplay of chronotype and school timing predicts school performance
title_short Interplay of chronotype and school timing predicts school performance
title_full Interplay of chronotype and school timing predicts school performance
title_fullStr Interplay of chronotype and school timing predicts school performance
title_full_unstemmed Interplay of chronotype and school timing predicts school performance
title_sort interplay of chronotype and school timing predicts school performance
publisher Universidad Torcuato Di Tella
publishDate 2024
url https://repositorio.utdt.edu/handle/20.500.13098/13070
work_keys_str_mv AT goldinandreap interplayofchronotypeandschooltimingpredictsschoolperformance
AT sigmanmariano interplayofchronotypeandschooltimingpredictsschoolperformance
AT braiergisela interplayofchronotypeandschooltimingpredictsschoolperformance
AT golombekdiegoa interplayofchronotypeandschooltimingpredictsschoolperformance
AT leonemariaj interplayofchronotypeandschooltimingpredictsschoolperformance
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