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ERIC Number: EJ938525
Record Type: Journal
Publication Date: 2011-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Chronotype, Cognitive Abilities, and Academic Achievement: A Meta-Analytic Investigation
Preckel, Franzis; Lipnevich, Anastasiya A.; Schneider, Sandra; Roberts, Richard D.
Learning and Individual Differences, v21 n5 p483-492 Oct 2011
Four meta-analyses examined relationships between morningness and cognitive ability (total N=2177), eveningness and cognitive ability (total N=1519), morningness and academic achievement (total N=3220), and eveningness and academic achievement (total N=700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals' cognitive ability (r=0.08), yet negatively related to indicators of academic achievement (r=-0.14). Conversely, morningness had a negative relationship with cognitive ability (r=-0.04) and a positive correlation with academic indicators (r=0.16). Practical implications, including those pertaining to educational policy, are discussed. (Contains 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A