Morningness-Eveningness Scale For Children Research Articles

Factors that influence morningness-eveningness and daytime sleepiness: A cross-cultural comparison of Iranian and Brazilian adolescents

ABSTRACT As adolescents get older, they become more evening oriented and, because they are usually expected to wake early to attend school, they often present daytime sleepiness, which is associated with negative outcomes. It is still unclear if this is similar cross-culturally. Here, we studied morningness-eveningness and daytime sleepiness in early adolescence from two different developing nations (Brazil and Iran). A total sample of 697 Iranian and Brazilian early adolescents (9- to 15-year-old; 358 boys) from Tehran, Iran, and São Paulo, Brazil, varying in age and parental schooling (a proxy of socioeconomic status: SES) completed the Morningness–Eveningness Scale for Children (MESC) and the Pediatric Daytime Sleepiness Scale (PDSS) and reported their total sleep time on school nights. They also filled in the Pubertal Developmental Scale to determine their pubertal status. A negligible cross-cultural difference in morningness-eveningness was found, indicating that Brazilians showed a slight circadian-phase delay compared with Iranians throughout all tested ages. There was also seen a very slight increase in phase delay as early adolescents aged, indicative of more eveningness. However, there were no country differences in daytime sleepiness once total sleep time during school nights was controlled for, which was the only factor that affects PDSS scores.

Match or mismatch between chronotype and sleep-wake cycle and their association with lean body mass gain among male high-school baseball players

ABSTRACT For athletes, it is important to acquire lean body mass (LBM) involving the skeletal muscle mass during their growth periods; however, the influence of chronotype on LBM gain remains unclear. We therefore aimed to investigate whether chronotype, sleep-wake cycle on weekdays (SWC-W), and their interaction contribute to LBM gain among adolescent male athletes in a 4-month intervention study. The participants were 45 male high-school baseball players. The intervention, including exercise menu (running and muscle strength training) and nutritional education, was conducted during a 4-month period of season-off training. The chronotype, body composition, lifestyle, and dietary intake were investigated before intervention (baseline) and after 4 months. Among the participants [Morningness (n = 14), Eveningness (n = 15), Intermediate (n = 16); ME score based on the Morningness/Eveningness Scale for Children (MES-C)], the midpoint of sleep on weekdays (MSW) was calculated in the “Morningness” and “Eveningness” participants, respectively. They were divided into 4 groups based on a match/mismatch with the chronotype: Type M-match (n = 8), Type M-mismatch (n = 6), Type E-match (n = 7), and Type E-mismatch (n = 8) groups. The data were compared among the 4 groups. Moreover, multiple regression analysis was conducted using an increase (kg) LBM gain as a response variable. When comparing the data between the “Morningness” and “Eveningness” participants, there were no differences in nutrient intake, the duration of training, or each parameter of body composition (per body weight) at baseline or after 4 months. There were also no differences in the rates of change in the body weight or each parameter of body composition. In groups in which the chronotype was consistent with the SWC-W (the Type M-match and Type E-match groups), the LBM gain were slightly greater than in the Type M-mismatch and Type E-mismatch groups (Type M-match: 3.5 ± 2.0 kg, Type M-mismatch: 1.6 ± 1.7 kg, Type E-match: 3.4 ± 2.2 kg, and Type E-mismatch: 1.2 ± 1.8 kg, p = .057). Multiple regression analysis revealed that an extent of the LBM gain was associated with a match between the chronotype and SWC-W (ß = 0.37, p = .030), independent of a long duration of training (ß = 0.52, p = .004). The results suggested that training-related LBM gain is associated with interactions between the chronotype and SWC-W in adolescent male athletes. Abbreviations: LBM: Lean body mass; SWC-W: Sleep-wake cycle on weekdays; ME score: Morningness-eveningness score; MES-C: Morningness/Eveningness Scale for Children; MSW: Midpoint of sleep on weekdays; MSF: Midpoint of sleep on free days; MSFsc: Midpoint of sleep on free days corrected for sleep debt accumulated through weekdays

Probing different aspects of short and ill-timed sleep in adolescents using the Morningness-Eveningness Scale for Children

ABSTRACT Sleep problems among adolescents are believed to be related to the circadian changes that occur at this age. Therefore, most self-report instruments that measure sleep patterns in adolescence focus solely on measuring circadian rhythms. However, sleep-wake cycles reflect both circadian and homeostatic processes. Recently, it was shown that answers to the Morningness-Eveningness Questionnaire for adults, which is used to assess circadian typology, were able to identify three interrelated latent factors: two that can be conceptualized as homeostatic (sensitivity to the build-up of sleep pressure and efficiency of dissipation of sleep pressure) and a less well-defined factor related to activity preference time (APT). To better understand self-reported changes in sleep patterns in adolescents we applied confirmatory factor analysis to explore whether responses to the Morningness-Eveningness Scale for Children (MESC) could also identify these three factors. The sample comprised 397, 9- to 17-year-olds. A three-correlated and a bifactor-(S-1) model (with sleep onset characteristics as a reference factor) had acceptable/good fit indices. This indicates that the MESC captures dissociable, but interrelated, homeostatic and circadian processes in addition to APT. These factors correlated with corresponding reported sleep habits, showing individual differences that may be more associated with sleep difficulties than the effects of age, which only correlated very modestly with some sleep habits. Our results indicate that the MESC can show distinct individual differences in three sleep factors that can help identify adolescents at higher risk of sleep-related problems that may require factor-specific interventions.

Social Jetlag in adolescents: From a nursing perspective.

Social Jetlag (SJL) is a condition leading to many important physical, mental, behavioral, and cognitive problems in adolescents. The sample of this study, which used a descriptive and correlational design, consisted of 247 high school students. The SJL parameters were informed by the literature, while chronotype was identified using the Morningness-Eveningness Scale for Children. The factors associated with SJL were determined using a structured questionnaire. Students' SJL value was 2 h 10 min ± 01:11. As students' tendency to be an evening chronotype increased, the SJL value increased, as well (r = -0.472; p < 0.001). In terms of SJL, student's grade level (β = -0.167; p = 0.004) and chronotype (β = -0.438; p < 0.001) were a negative risk factor, while spending time in bed with TV/computer/smartphone before sleeping (β = 0.127; p = 0.031) was a positive risk factor. The students had a high SJL value. The results might be useful for nurses to develop intervention strategies to improve adolescents sleep habits.

Sleep habits and circadian preferences in school-aged children attending a Mexican double-shift school system

ObjectiveTo determine the differences between sleep habits and circadian preference in school-aged children attending a Mexican double-shift school system. MethodsThis cross-sectional study consisted of 400 elementary public-school children (mean age = 10.77, SD = 0.70 y, from fourth, fifth and sixth grades) in Reynosa, Tamaulipas, in northeastern Mexico. Attending a double-shift school system: 200 from the morning shift and 200 in the afternoon shift. Specific questions regarding sleep habits were collected and for circadian preference, the Morningness-Eveningness Scale for Children (MESC) was used. ResultsMultivariate analysis reported no sex differences. Children attending at the morning shift during weekdays rose earlier, reported shorter time in bed and earlier midpoint of sleep than those in the afternoon shift. On weekends, morning shift children went to bed later than afternoon shift. Morning shift reported greater social jetlag, shorter average sleep length and more sleep deficit than afternoon shift. During weekdays and weekends evening type children went to bed later, rose later and reported later midpoint of sleep. Also, evening type reported more social jetlag than morning types. ConclusionThis study suggests that early school start times can have a detrimental effect on Mexican children. Moreover, the morning shift children may be at more risk of poor health due to the higher social jetlag, as well as a higher tendency to be sleep deprived. On the other hand, the afternoon shift represents an important social environment that allows children to follow their natural physiological needs and a more optimal sleep health.

Factor structure and psychometric properties of the Persian versions of the Pediatric Daytime Sleepiness Scale and Morningness-Eveningness Scale for Children.

BACKGROUND:The Pediatric Daytime Sleepiness Scale (PDSS) and the Morningness–Eveningness Scale for Children (MESC) are widely used to measure two important facets of sleep patterns, but neither have been adapted and validated for use in Iran. The purpose of this study was to examine the psychometric properties and factor structure of the Persian versions of the PDSS and the MESC in a sample of Iranian adolescents.MATERIALS AND METHODS:The Persian versions of PDSS and MESC were translated and administered to a representative sample (n = 407) of Iranian early adolescents, aged 9–15 years, who attended school in morning shifts. The factor structure of both scales, found in prior studies, was tested using Confirmatory Factor Analyses to assess their validity and reliability.RESULTS:The results revealed that the model fit indices of the one factor solution of the PDSS and the two factor solution of the MESC were acceptable to good. A high Pearson correlation was found between raw and latent factor scores for the PDSS and the two factors derived from the MESC (i.e., Morningness and Planning). Furthermore, the higher the PDSS score (more daytime sleepiness), the lower the MESC scores (more eveningness), indicating criterion validity of the scales showing the expected increase in daytime sleepiness in evening oriented adolescents who wake up early for attending school.CONCLUSION:The Persian versions of the PDSS and the MESC can be considered reliable and valid tools for evaluating, respectively, daytime sleepiness and morningness-eveningness in the adolescent population of Iran.

Psychometric properties of the Morningness/Eveningness scale for children among Uruguayan adolescents: the role of school start times

ABSTRACT Morningness/Eveningness (M/E) is an attribute related to adolescent mental and physical health. The Morningness/Eveningness Scale for Children (MESC) is a widely used instrument for measuring M/E in adolescents. In this study, an Spanish translation of the MESC was adapted to the Río de la Plata population. A psychometric study was carried out in a sample of 368 Uruguayan adolescents (63.6% females), between 15 and 18 years old, who attended to either a morning (7:30 AM to 11:30 AM) or an afternoon school shift (11:30 AM to 3:30 PM). The scale showed good reliability (Cronbach’s alpha = 0.74), high temporal stability (r = 0.86, p < 0.001), good concurrent validity with mid-sleep point (r = −0.42, p < 0.001), and a two-factor solution. No difference in scores was observed between sexes or age groups. However, scores were different between school shifts, which proved to be a useful tool to study social influences on the circadian preferences. This study shows that MESC is a reliable and valid instrument for M/E assessment in adolescents, but social pressures should be considered when employing this score.

Sleep and pre-bedtime activities in New Zealand adolescents: differences by ethnicity

AimTo describe the screen and nonscreen activities adolescents engage in one hour before bedtime and associations with sleep quantity and quality, including differences by ethnic group. DesignCross-sectional survey. Participants4,192 adolescents aged 13-17 years (52% boys); 71% NZ European, 13% Māori, 8% Asian, 6% Pacific, and 2% other ethnic groups. MeasuresParticipants completed questions about sleep timing, quality (Pittsburgh Sleep Quality Index), and chronotype (Morningness-Eveningness Scale for Children). Seventeen questions captured pre-bedtime activities. ResultsOverall, 39% slept less than the recommended hour of sleep (<8 h) and 57% reported poor sleep quality. Asian teenagers reported shorter sleep duration than New Zealand (NZ) Europeans (-45 min [95% CI: -58 to -32]) primarily from later bedtimes (1 hour), with higher odds of long sleep latency, but less disturbed sleep and a more “eveningness” chronotype. Bedtimes were later in Māori and Pacific adolescents (15 and 41 min, respectively) than NZ Europeans. Most screen activities were negatively associated with sleep quantity and quality. For nonscreen activities, snacking and drinking caffeinated beverages and alcohol were significantly associated with shorter sleep (-8, -28, and -20 min, respectively), whereas interacting with family and friends and exercise/sports before bed were associated with longer sleep (P < 0.001). Time with family, exercise, schoolwork, and household chores were all associated with better sleep quality (P < 0.001). Ethnic differences were apparent for several pre-bedtime activities. DiscussionEthnic differences related to subjective sleep parameters exist in NZ adolescents. Observed variations in sleep patterns and presleep activities suggest that sleep health messages should be tailored for different ethnic groups.

How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature

Since the 1990s, the Two Major Environmental Value model (2-MEV) has been applied to measure adolescent environmental attitudes by covering two higher order factors: (i) Preservation of Nature (PRE) which measures protection preferences and (ii) Utilization of Nature (UTL) which quantifies preferences towards exploitation of nature. In addition to the 2-MEV scale, we monitored the Appreciation of Nature (APR) which, in contrast to the UTL, monitors the enjoyable utilization of nature. Finally, we employed the Morningness–Eveningness Scale for Children (MESC) which monitors the diurnal preferences and associates with personality and behavioral traits. In this study, we analyzed data from 429 Irish students (14.65 years; ±1.89 SD) with the aim of reconfirming the factor structure of the 2-MEV+APR and monitoring the relationship between the MESC and the environmental values (PRE, UTL, APR). Our findings identified a significant association between PRE and APR with MESC. In addition, we observed a gender difference. Our results suggest that morningness preference students are more likely to be protective of and appreciative towards nature. Recommendations for outreach programs as well as conclusions for environmental education initiatives in general are discussed.

The Interactive Effect of Positive Mental Health and Subjective Sleep Quality on Depressive Symptoms in High School Students

ABSTRACTObjective/Background: The objective of this study was to observe the effect of positive mental health (PMH) and subjective sleep quality (SQ) on depressive symptoms in high school students. Participants: This cross-sectional study evaluated 2,186 students (55% female and 45% male) with a mean age of 16.8 years (SD ± 0.7) at 20 private high schools in Mexico City. Methods: An electronic survey was used, which included a questionnaire on sleep habits that is a Spanish-language adaptation of Rosenthal’s Sleep-Wake Activity Inventory, the Pittsburgh Sleep Quality Index (PSQI), the Morningness-Eveningness Scale for Children and Adolescents (MESC), the combined scales to evaluate positive aspects of mental health, and the Patient Health Questionnaire (PHQ–9). Results: Main and interaction effects of PMH and SQ were observed, demonstrating that students with high-PMH (p ≤ .0001) or good-SQ (p ≤ .0001) had fewer depressive symptoms. Thus, the students with both high-PMH and good-SQ had the lowest depressive symptomatology (p ≤ .01). Conclusion: Depressive symptoms are associated with a combination of sleep quality and positive mental health.

Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.

The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean±SD: 13.85± 0.70years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. The role of morningness-eveningness in academic performance in the afternoon shift is examined.

Self-Regulation and Sleep Duration, Sleepiness, and Chronotype in Adolescents.

To determine whether shorter school-night sleep duration, greater daytime sleepiness, and greater eveningness chronotype were associated with lower self-regulation among adolescents. An online survey of 7th- to 12th-grade students in 19 schools in Fairfax County, Virginia Public Schools was conducted in 2015. Self-regulation was measured with the Behavior Rating Inventory of Executive Function, 2nd edition, Screening Self-Report Form. Sleep measures included school night-sleep duration (hours between usual bedtime and wake time), daytime sleepiness (Sleepiness Scale in the Sleep Habits Survey, tertiles), and chronotype (Morningness-Eveningness Scale for Children, continuous score and tertiles). Sociodemographic factors and mental health conditions were analyzed as potential confounders. Among 2017 students surveyed, the mean age was 15.0 years (range, 12.1-18.9 years), and 21.7% slept <7 hours on school nights. In regression models adjusted for confounders, there was a significant independent association between self-regulation and both chronotype (P < .001) and daytime sleepiness (P < .001) but not sleep duration (P = .80). Compared with those in the lowest tertile of daytime sleepiness, those in the highest tertile had lower (0.59 SD units; 95% confidence interval, 0.48-0.71) self-regulation, as did those in the eveningness tertile of chronotype compared with those in the morningness tertile (0.35 SD units lower; 95% confidence interval, 0.24-0.46). Among adolescents, greater daytime sleepiness and greater eveningness chronotype were independently associated with lower self-regulation, but shorter sleep duration was not. Aspects of sleep other than school-night sleep duration appear to be more strongly associated with self-regulation.

Morningness–Eveningness Scale for Children (MESC): Spanish normative data and factorial invariance according to sex and age

The purpose of the current study was to test the psychometric properties of the Morningness–Eveningness Scale for Children (MESC) to establish normative data, determine cut-off scores for differentiating between morning, intermediate and evening types, and test factorial invariance according to sex and age in a Spanish adolescent population. Additionally, self-reported sleep habits were related to morningness–eveningness (M–E) to study their convergent validity. A sample of 5387 Spanish youth aged 10–16years old (50% girls) were included in this study. The results revealed that the MESC has acceptable reliability (α=.70), good fit to empirical data with a one-dimensional factorial structure, and metric invariance according to sex and age. M–E scores decreased with age, and boys scored higher in M–E compared to girls. Age and sex size effects were moderate and slight, respectively. The relationship between M–E and sleep habits indicated a delayed pattern of sleep–wake habits in evening types compared to morning types. The Spanish version of the MESC possesses good psychometric properties regarding reliability, metric factorial invariance and convergent validity with self-reported sleep habits.

Measures of circadian preference in childhood and adolescence: A review

PurposeTo review the psychometric properties of the questionnaires commonly filled in by children and adolescents to measure circadian preference. MethodsWe examined the Morningness-Eveningness Questionnaire for Children and Adolescents (MEQ-CA), the Morningness-Eveningness Scale for Children (MESC) and the Composite Scale of Morningness (CSM). We critically analyzed the reliability, in term of internal consistency (through the Cronbach's alpha) and test-retest reliability (through the correlation coefficient), and the type of validation against external criteria (objective assessment of the sleep/wake cycle, body temperature, hormones and other questionnaires). Fifty studies that reported these data were included in the review: 7 studies used the MEQ-CA, 28 used the MESC and 15 used the CSM. ResultsThe percentage of studies reporting at least acceptable levels of internal consistency was high and similar between the three questionnaires. Evidence for test-retest reliability was scant, since only 3 studies were available; it was at least acceptable for the MESC (two studies with a time interval of 1 month), not acceptable for the MEQ-CA (one study with a time interval of 6 months), while no information was available for the CSM. As regards the validation evidence, the MEQ-CA has been validated by the highest number of external criteria (actigraphy, oral body temperature and other questionnaires), followed by the CSM (cortisol sampling and other questionnaires). The MESC has been validated only against self-report measures. ConclusionsThe present state of the art would suggest the use of the MEQ-CA to assess circadian preference in children and adolescents.

Turkish Validation and Adaptation of Children ’s Chronotype Questionnaire (CCTQ)

Chronotype refers to the time of the day that a person's physical and cognitive functions are active. Simply this is a circadian phase preference of a person. While some of the people are morning active (so called larks) others are more active at nights (The owls). The study of circadian rhythms, known as chronobiology, is all about the metabolic and psychiatric differences between people who have different chronotypes. A few tests are used to determine chronotypes. The CCTQ (Children's Chronotype Questionnaire) is a parent-report, 27-item mixed format questionnaire measuring chronotype of children in multiple domains : the midsleep point on free days (MSF), a morningness/eveningness scale(M/E) score, and a five-point chronotype (CT) score. The aim of this study is adapting Children's Chronotype Questionnaire (CCTQ) into Turkish language and validating the instrument in Turkish population. 101 children aged nine through eighteen constitude the sample of the study. The sample was composed of clinical (n=51) and community groups (n=50). CCTQ and Morningness Eveningness Scale for Children (MESC) questionnaires were applied to children and parents, then the CCTQ and MESC scores were compared to examine the validity of CCTQ. The internal consistency and external validity of the Turkish CCTQ was sufficient to compare MESC-Turkish. As a result of this research carried out in accordance with methodological research principles, correlation between the M/E scores of CCTQ and MESC was significant. The Turkish version of CCTQ has been found to be valid and reliable in Turkish children.

Circadian Phase Preference in Pediatric Bipolar Disorder.

Pediatric bipolar disorder (BD) rates have notably increased over the past three decades. Given the significant morbidity and mortality associated with BD, efforts are needed to identify factors useful in earlier detection to help address this serious public health concern. Sleep is particularly important to consider given the sequelae of disrupted sleep on normative functioning and that sleep is included in diagnostic criteria for both Major Depressive and Manic Episodes. Here, we examine one component of sleep—i.e., circadian phase preference with the behavioral construct of morningness/eveningness (M/E). In comparing 30 BD and 45 typically developing control (TDC) participants, ages 7–17 years, on the Morningness-Eveningness Scale for Children (MESC), no between-group differences emerged. Similar results were found when comparing three groups (BD−ADHD; BD+ADHD; TDC). Consistent with data available on circadian phase preference in adults with BD, however, we found that BD adolescents, ages 13 years and older, endorsed significantly greater eveningness compared to their TDC peers. While the current findings are limited by reliance on subjective report and the high-rate of comorbid ADHD among the BD group, this finding that BD teens demonstrate an exaggerated shift towards eveningness than would be developmentally expected is important. Future studies should compare the circadian rhythms across the lifespan for individuals diagnosed with BD, as well as identify the point at which BD youth part ways with their healthy peers in terms of phase preference. In addition, given our BD sample was overall euthymic, it may be that M/E is more state vs. trait specific in latency age youth. Further work would benefit from assessing circadian functioning using a combination of rating forms and laboratory-based measures. Improved understanding of sleep in BD may identify behavioral targets for inclusion in prevention and intervention protocols.

Circadian Preference and Thinking Styles: Implications for School Achievement

Research has shown that thinking styles could have an influence on academic achievement. Previous studies have described that evening types are usually right-thinkers who tend to be creative and intuitive, whereas morning types tend to be left-thinkers who prefer verbal and analytic strategies in processing information. However, these studies have been realized among undergraduates, who have more freedom to choose their time schedules according to their circadian preference than adolescents or adult workers. On other hand, the relationship between thinking styles and circadian preference has not been analyzed considering school achievement. The present study aims (1) to investigate the relationship between circadian preference, that is, behavioral differences in circadian rhythmic expression, and thinking styles, referring to the preference toward information processing typical of the right versus the left cerebral hemisphere; and (2) to test the implications for self-reported school achievement. A sample of 1134 preadolescents and adolescents (581 girls; mean ± SD age: 12.1 ± 1.47, range: 10–14 yrs) completed the Morningness-Eveningness Scale for Children (MESC) as measure of circadian preference (morning, neither, or evening types), the Hemispheric Preference Test (HPT), conceived as a tool to measure thinking styles (right-, balanced-, and left-thinkers), and self-reported school achievement. Results indicated a greater percentage of left-thinkers among morning types and a greater percentage of right-thinkers among evening types. No differences were found among balanced-thinkers and neither types. Morning types and left-thinkers reported the highest subjective level of achievement, followed by evening types and left-thinkers, and morning types and right-thinkers. Evening types and right-thinkers reported the lowest subjective level of achievement. Finally, multivariate regression analysis indicated that age, left hemisphere and morning preferences accounted for 14.2% of total variance on self-reported achievement.

Adaptation of the morningness eveningness scale for children into Turkish

Circadian rhythm refers to individuals’ preference associated with morning or evening activities. Circadian rhythm generally is measured by self reported instruments. One of these instruments is Morningness Eveningness Scale for Children (MESC). The aims of the study were to adapt MESC into Turkish, to determine psychometric properties of Turkish MESC and to assess chronotype preference in children aged from 9 to 12. A group of 515 children (4th to 6th graders) participated in the study. The explanatory factor analysis on the 10 items of the Turkish MESC revealed three orthogonal factors. Moreover, results of second order confirmatory factor analysis indicated that three factor structure of MESC explains morningness eveningness preference. The internal consistency and external validity of the Turkish MESC was sufficient and similar to previous studies. In overall, MESC is a valid and reliable instrument and can be used to assess circadian preferences in Turkish samples.

Predicting school achievement: The role of inductive reasoning, sleep length and morningness–eveningness

Adolescents move to evening orientation just when school schedule becomes earlier. Whereas school achievement has been associated to morningness orientation during morning school schedule, some studies have indicated that evening people are more intelligent. In this study the relative contribution of Morningness–Eveningness (M–E) in the prediction of school achievement, after controlling for age, sex/gender, inductive reasoning and sleep length was analyzed. Participants were 887 adolescents (aged 12–16). School achievement was evaluated using Grade Point Average (GPA), inductive reasoning was evaluated by reasoning subtest of Primary Mental Abilities (PMA-R), sleep length was calculated from rise time and bedtime questions, and M–E was evaluated by Morningness–Eveningness Scale for Children (MESC). Evening adolescents scored higher on PMA-R and obtained lower GPA. Inductive reasoning, age, sex/gender, sleep length and M–E accounted for 19% variance percentage on GPA. M–E was a significant predictor of school achievement even after controlling for traditional predictors, albeit slightly.

Matutinidad-vespertinidad y ansiedad rasgo en adolescentes

The relationship between morningness-eveningness and anxiety trait among adolescents was studied. Six hundred thirty eight adolescents between 12 and 14 years old participated in this study. Morningness-eveningness was measured by the Morningness-Eveningness Scale for Children, MESC (Carskadon, Vieira &amp; Acebo, 1993) and anxiety trait was measured by the State-Trait Anxiety Inventory for Children, STAIC (Spielberger, Edwards, Lushene, Montuori &amp; Platzek, 1973; Spielberger, Edwards &amp; Lushene, 1990). Results showed higher eveningness among girls, eveningness increased with age and anxiety trait was higher as morningness diminished. Therefore, evening-oriented adolescents claimed higher anxiety trait, which was waited since they would have a greater misalignment between both biological and social rhythms (school morning schedules).