Lower school performance in late chronotypes: underlying factors and mechanisms

Abstract Success at school determines future career opportunities. We described a time-of-day specific disparity in school performance between early and late chronotypes. Several studies showed that students with a late chronotype and short sleep duration obtain lower grades, suggesting that early s...

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Autores principales:	Giulia Zerbini, Vincent van der Vinne, Lana K. M. Otto, Thomas Kantermann, Wim P. Krijnen, Till Roenneberg, Martha Merrow
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2017
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/cd0f27923187461b995b0265d996c081
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spelling	oai:doaj.org-article:cd0f27923187461b995b0265d996c0812021-12-02T15:06:13ZLower school performance in late chronotypes: underlying factors and mechanisms10.1038/s41598-017-04076-y2045-2322https://doaj.org/article/cd0f27923187461b995b0265d996c0812017-06-01T00:00:00Zhttps://doi.org/10.1038/s41598-017-04076-yhttps://doaj.org/toc/2045-2322Abstract Success at school determines future career opportunities. We described a time-of-day specific disparity in school performance between early and late chronotypes. Several studies showed that students with a late chronotype and short sleep duration obtain lower grades, suggesting that early school starting times handicap their performance. How chronotype, sleep duration, and time of day impact school performance is not clear. At a Dutch high school, we collected 40,890 grades obtained in a variety of school subjects over an entire school year. We found that the strength of the effect of chronotype on grades was similar to that of absenteeism, and that late chronotypes were more often absent. The difference in grades between the earliest 20% and the latest 20% of chronotypes corresponds to a drop from the 55th to 43rd percentile of grades. In academic subjects using mainly fluid cognition (scientific subjects), the correlation with grades and chronotype was significant while subjects relying on crystallised intelligence (humanistic/linguistic) showed no correlation with chronotype. Based on these and previous results, we can expand our earlier findings concerning exam times: students with a late chronotype are at a disadvantage in exams on scientific subjects, and when they are examined early in the day.Giulia ZerbiniVincent van der VinneLana K. M. OttoThomas KantermannWim P. KrijnenTill RoennebergMartha MerrowNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 7, Iss 1, Pp 1-10 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Giulia Zerbini Vincent van der Vinne Lana K. M. Otto Thomas Kantermann Wim P. Krijnen Till Roenneberg Martha Merrow Lower school performance in late chronotypes: underlying factors and mechanisms
description	Abstract Success at school determines future career opportunities. We described a time-of-day specific disparity in school performance between early and late chronotypes. Several studies showed that students with a late chronotype and short sleep duration obtain lower grades, suggesting that early school starting times handicap their performance. How chronotype, sleep duration, and time of day impact school performance is not clear. At a Dutch high school, we collected 40,890 grades obtained in a variety of school subjects over an entire school year. We found that the strength of the effect of chronotype on grades was similar to that of absenteeism, and that late chronotypes were more often absent. The difference in grades between the earliest 20% and the latest 20% of chronotypes corresponds to a drop from the 55th to 43rd percentile of grades. In academic subjects using mainly fluid cognition (scientific subjects), the correlation with grades and chronotype was significant while subjects relying on crystallised intelligence (humanistic/linguistic) showed no correlation with chronotype. Based on these and previous results, we can expand our earlier findings concerning exam times: students with a late chronotype are at a disadvantage in exams on scientific subjects, and when they are examined early in the day.
format	article
author	Giulia Zerbini Vincent van der Vinne Lana K. M. Otto Thomas Kantermann Wim P. Krijnen Till Roenneberg Martha Merrow
author_facet	Giulia Zerbini Vincent van der Vinne Lana K. M. Otto Thomas Kantermann Wim P. Krijnen Till Roenneberg Martha Merrow
author_sort	Giulia Zerbini
title	Lower school performance in late chronotypes: underlying factors and mechanisms
title_short	Lower school performance in late chronotypes: underlying factors and mechanisms
title_full	Lower school performance in late chronotypes: underlying factors and mechanisms
title_fullStr	Lower school performance in late chronotypes: underlying factors and mechanisms
title_full_unstemmed	Lower school performance in late chronotypes: underlying factors and mechanisms
title_sort	lower school performance in late chronotypes: underlying factors and mechanisms
publisher	Nature Portfolio
publishDate	2017
url	https://doaj.org/article/cd0f27923187461b995b0265d996c081
work_keys_str_mv	AT giuliazerbini lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT vincentvandervinne lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT lanakmotto lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT thomaskantermann lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT wimpkrijnen lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT tillroenneberg lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms AT marthamerrow lowerschoolperformanceinlatechronotypesunderlyingfactorsandmechanisms
_version_	1718388542260903936

Lower school performance in late chronotypes: underlying factors and mechanisms

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