The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents

Roeser K, Schlarb A (2013)
Personality and Individual Differences 54: 836-840.

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Many adolescents experience a discrepancy between their biological time, which is shifted toward eveningness, and early school starting times. Due to this social jetlag, eveningness is negatively correlated with school performance. On the basis of the here presented data, we derived a model for the association of chronotype and school performance, the Chronotype-Academic Performance Model (CAM), including daytime sleepiness and achievement motivation as mediating factors. The sample comprised N = 273 adolescents aged 14–16 years. Circadian preference, daytime sleepiness, learning and achievement motivation, and information about participants’ last school certificate were assessed online. Chronotype was not directly related to academic performance, but was mediated by daytime sleepiness and learning motivation. Morning-orientation was negatively associated with daytime sleepiness and positively with learning motivation, which, in turn, affected performance. In evening-types, we found the strongest association between sleepiness and refusal to work. The CAM suggests that chronotype may not directly influence academic performance, but be mediated by daytime sleepiness and learning motivation. Evening types seem to be at high risk to suffer from daytime sleepiness and to display dysfunctional attitudes toward work. Measures of reducing sleepiness and modifying attitudes toward academic achievement might attenuate the disadvantages of evening-types due to social jetlag.
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Roeser K, Schlarb A. The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents. Personality and Individual Differences. 2013;54:836-840.
Roeser, K., & Schlarb, A. (2013). The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents. Personality and Individual Differences, 54, 836-840.
Roeser, K., and Schlarb, A. (2013). The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents. Personality and Individual Differences 54, 836-840.
Roeser, K., & Schlarb, A., 2013. The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents. Personality and Individual Differences, 54, p 836-840.
K. Roeser and A. Schlarb, “The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents”, Personality and Individual Differences, vol. 54, 2013, pp. 836-840.
Roeser, K., Schlarb, A.: The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents. Personality and Individual Differences. 54, 836-840 (2013).
Roeser, K., and Schlarb, Angelika. “The Chronotype-Academic Performance Model (CAM): Dytime Sleepiness and Learning Motivation link Chronotype and School Performance in Adolescents”. Personality and Individual Differences 54 (2013): 836-840.
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