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The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon.

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Title: The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon.
Authors: Itzek-Greulich, Heike, Randler, Christoph, Vollmer, Christian
Source: Learning & Individual Differences. Oct2016, Vol. 51, p189-198. 10p.
Subjects: Adolescent psychology, Motivation (Psychology), Academic achievement, Emotions, Synchronic order
Abstract: While active labwork in an out-of-school lab with direct (“hands-on”) experience may have positive effects on achievement and motivation, it is unclear whether the optimal time of day may intensify these effects. Adolescents' individual diurnal preferences indicate later times of day as optimal but lessons are in the morning. In the present study, the effectiveness of labwork was examined regarding diurnal preference, achievement, and emotional variables ( N = 473 students; age: M = 15.3, SD = 0.7) in 18 secondary classes in a morning and an afternoon course. Data were gathered on achievement (starch chemistry, pre and post) and on state motivation. Results indicate a synchrony effect (interaction of time of day and chronotype) in achievement and state motivation. Evening types have worse achievement, lower interest, and lower joy in the morning, but there were no significant associations between chronotype and the outcomes in the afternoon. Since adolescent evening types can learn better and are more motivated in the afternoon, schools should offer more learning opportunities in the afternoon. [ABSTRACT FROM AUTHOR]
Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The interaction of chronotype and time of day in a science course: Adolescent evening types learn more and are more motivated in the afternoon.
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  Data: <searchLink fieldCode="AR" term="%22Itzek-Greulich%2C+Heike%22">Itzek-Greulich, Heike</searchLink><br /><searchLink fieldCode="AR" term="%22Randler%2C+Christoph%22">Randler, Christoph</searchLink><br /><searchLink fieldCode="AR" term="%22Vollmer%2C+Christian%22">Vollmer, Christian</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Adolescent+psychology%22">Adolescent psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronic+order%22">Synchronic order</searchLink>
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  Data: While active labwork in an out-of-school lab with direct (“hands-on”) experience may have positive effects on achievement and motivation, it is unclear whether the optimal time of day may intensify these effects. Adolescents' individual diurnal preferences indicate later times of day as optimal but lessons are in the morning. In the present study, the effectiveness of labwork was examined regarding diurnal preference, achievement, and emotional variables ( N = 473 students; age: M = 15.3, SD = 0.7) in 18 secondary classes in a morning and an afternoon course. Data were gathered on achievement (starch chemistry, pre and post) and on state motivation. Results indicate a synchrony effect (interaction of time of day and chronotype) in achievement and state motivation. Evening types have worse achievement, lower interest, and lower joy in the morning, but there were no significant associations between chronotype and the outcomes in the afternoon. Since adolescent evening types can learn better and are more motivated in the afternoon, schools should offer more learning opportunities in the afternoon. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=119161845
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        Value: 10.1016/j.lindif.2016.09.013
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        Text: English
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      – SubjectFull: Adolescent psychology
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Academic achievement
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      – SubjectFull: Emotions
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      – SubjectFull: Synchronic order
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              Text: Oct2016
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