Chronotype and academic achievement among online learning students

Horzum, Mehmet Barış; Önder, İsmail; Beşoluk, Şenol

doi:10.1016/j.lindif.2013.10.017

Cited by 42 publications

(31 citation statements)

References 46 publications

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“…In agreement with hypothesis 1, chronotype was not related with study progress, replicating the few studies which have investigated this in DE (Horzum et al, 2014;Jovanovski & Bassili, 2007;Önder et al, 2011). This finding is important in light of the asynchrony problem found in traditional education with its set time slots.…”

Section: Discussionsupporting

confidence: 84%

“…The fact that no differences are observed between chronotype and performance in DE is due to the principles of DE. It allows students to study anytime and anywhere, at their preferred biological time schedule, when their performance is high (Horzum, Önder, & Beşoluk, 2014). However, despite that the education itself does not force an asynchrony on learning time in DE, asynchrony can still occur.…”

Section: Chronotypementioning

confidence: 99%

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Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an observational longitudinal study, chronotype, sleep duration (i.e., for work and free days separately) and sleep quality of 894 students were analyzed in a multiple regression analyses. Students provided information on sleep-related measures and important covariates at the start of their study and study progress was evaluated after 14 months (i.e., the number of successfully completed modules). In line with previous research, chronotype did not predict study progress. Further, sleep duration did not predict study progress, neither as a linear nor as a polynomial term.Third, sleep quality did not predict study progress. Concluding, these results are in line with previous research that DE provides a solution to the asynchrony problem. Findings regarding sleep duration and sleep quality are new and unexpected, asking for attention and further research. Despite the study's observational nature, findings suggest that students participating in DE may benefit from this type of education as the asynchrony problem appears not to apply here, as students can choose their own study schedule.

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Section: Discussionsupporting

confidence: 84%

Section: Chronotypementioning

confidence: 99%

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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“…This is consistent with the findings that online learning readiness (Boeglin & Campbell, 2002;Haverila, 2010Haverila, , 2011 and academic motivation (Ferreira et al, 2011;Hytti et al, 2010;Wu & Hiltz, 2004) are positive predictors of perceived learning. Individuals with high levels of online learning readiness and academic motivation also have high levels of academic achievements and learning outputs (Horzum, Önder, & Beşoluk, 2014).…”

Section: Conclusion Discussion and Recommendationmentioning

confidence: 99%

Structural Equation Modeling Towards Online Learning Readiness, Academic Motivations, and Perceived Learning

Horzum

Kaymak

Güngören

2015

EDUC SCI-THEOR PRACT

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The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and filled the scales via the convenience sampling method constituted the research sample. The correlational research model was used in the research. The scales of online learning readiness, academic motivation, and perceived learning were applied to the participants. The relationship among the variables of the research and the research hypotheses for the model were tested via structural equation modeling. It was revealed as a result of the research that the online-learning readiness levels of students predicted their academic motivations directly and their perceived learning indirectly. It was also found that student academic motivations predicted their perceived learning directly. The proposed model was verified in accordance with the data obtained from the research. It was determined as a result of the model obtained from the research that academic motivation is effective in increasing perceived learning in online learning, and increasing readiness is an effective way to increase academic motivation.

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“…Circadian typology has been reported to be related to several academic issues (Vollmer et al, 2013; Biological Rhythm Research Escribano et al, 2012;Díaz-Morales and Escribano, 2013;Horzum et al, 2013;Roeser et al, 2013;Roberts and Kyllonen, 1999;Beşoluk, 2011), including school and entrance examination success and other psychological (Randler, 2008;Jankowski, 2012;Tonetti et al, 2010) and physiological characteristics in humans, like cortisol levels and depression. Hasler et al (2010) examined participants aged 17-33 yrs (n=208), who represented a broad range of depressive symptoms, and reported that increasing eveningness was associated with greater depression, lower Behavioral Activation System and lower Positive Affect, but not with Negative…”

Section: Morningness-eveningness Preference and Other Characteristicsmentioning

confidence: 99%

Effects of chronotype and environmental factors upon sleep and mental health in Japanese students aged 18–40 yrs

Takeuchi

Yamazaki

Oki

et al. 2015

Biological Rhythm Research

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An integrated-questionnaire was administered to a total of 4142 (2137 women, 2005 men; answer rate: 94.4%) university students and medical training schools students aged 18-40 y. The survey was carried out between May and October, 2004-2013. This questionnaire consisted of assessment of diurnal type, questions on sleep habits, mental health (upset emotionally, irritated, angered by small triggers, and suppressed), frequency of watching TV at night, use of mobile phone and playing TV games between 21:00 and 03:00 h, and questions on lighting conditions during the daytime and night. Sleep length in evening-type students (E-type; Diurnal Type Scores = 7-12) was shorter than in intermediate-types (I-type; DTS = 13-16) and morning-types (M-type; DTS = 17-28) on weekdays (p<0.001), whereas sleep length in evening-types was shorter than intermediate-and morning-type students at weekends (p<0.001). Mental health index scores of the E-type students were significantly lower than those of I-type and M-type students in both sexes (p<0.001). Seventy-three percent of E-type women students watched TV after 23:00 h, significantly higher than 65.0% and 52.5% of I-type and M-type females, respectively (p<0.001), and 70.4% of E-type male students watched the TV after 23:00 h, significantly higher than 66.1% and 59.7% of I-type and M-type males, respectively (p=0.001). With regard to lighting conditions in the room in the afternoon, a slightly lower, but significantly so, percentage of the E-type students used the sunlight coming through the window than did the other types (p<0.001). The frequency of having three nutritionally rich meals (especially breakfast) -including carbohydrates, proteins, vitamins and minerals -was significantly higher in M-type than I-types and E-types (p<0.001). Premenstrual symptoms (PMS) were significantly more severe in E-type than I-type and M-type females (p=0.002). Lighting conditions throughout the 24 hours and at breakfast can act as a strong zeitgeber for students and exert a great influence on their mental and physical health, and can also affect PMS in women students.

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Chronotype and academic achievement among online learning students

Cited by 42 publications

References 46 publications

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Structural Equation Modeling Towards Online Learning Readiness, Academic Motivations, and Perceived Learning

Effects of chronotype and environmental factors upon sleep and mental health in Japanese students aged 18–40 yrs

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