Investigation of the Children's Version of the Morningness-Eveningness Questionnaire with Primary and Junior High School Pupils in Japan

Ishihara, Kaneyoshi; Honma, Yukako; Miyake, Susumu

doi:10.2466/pms.1990.71.3f.1353

Cited by 40 publications

(34 citation statements)

References 1 publication

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“…The Italian version [33] of the Morningness-Eveningness Questionnaire for Children and Adolescents (MEQ-CA) [34] was used to assess circadian preference. The MEQ-CA is an adapted version, for children and adolescents, of the original Morningness-Eveningness Questionnaire developed by Horne and Östberg in 1976 [35].…”

Section: Morningness-eveningness Questionnaire For Children and Adolementioning

confidence: 99%

Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents

et al. 2015

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Section: Morningness-eveningness Questionnaire For Children and Adolementioning

confidence: 99%

Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents

et al. 2015

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“…As sleep -waking schedules change significantly during the age of puberty (Carskadon et al 1980;Kim et al 2002), time of day preferences shift towards evening types (Bearpark & Mitchie 1987). This shift occurs around the age of 12 years in Germany and Japan (Ishihara et al 1990) and at approx. 13 years in US children (Kim et al 2002).…”

Section: Introductionmentioning

confidence: 95%

Correlation between morningness – eveningness and final school leaving exams

Randler

Frech

2006

Biological Rhythm Research

118

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Pupils shift their time of day preferences from morningness to eveningness during the age of puberty. Therefore, early school start times may have a negative influence on school functioning, adolescent health and on grade point average. Here, we show that morningness -eveningness influences school performance as measured by the final school leaving/university entrance certificate. One hundred and thirty-two university students aged between 20 and 22 years participated in our study. We found a highly significant positive correlation between the average grading of the final exam and the morningness score, suggesting that pupils with morning preferences performed better in school achievement. Evening types seem at a serious disadvantage because the final exams are used for university entrance decisions.

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“…Morning persons tend to arise early in the morning and have difficulty staying up late whereas night persons have difficulty getting up early in the morning and prefer staying up late. Whereas most people are somewhere between these extremes, the cohort value shifts during adolescence (Andrade, Benedito-Silva, & Domenice, 1993;Ishihara, Honma, & Miyake, 1990). A recent study examined the circadian timing system more directly in early adolescents by measuring the timing of melatonin secretion, for the first time demonstrating a biological phase delay in association with puberty and in the absence of psychosocial factors (Carskadon, Acebo, Richardson, Tate, & Seifer, 1997).…”

Section: Introductionmentioning

confidence: 99%

Sleep Schedules and Daytime Functioning in Adolescents

Wolfson¹,

Carskadon²

1998

Child Development

1,366

858

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A m y R . Wolfson and M a r y A . CarskadonSleep and waking behaviors change significantly during the adolescent years. The objective of this study was to describe the relation between adolescents' sleep / wake habits, characteristics of students (age, sex, school), and daytime functioning (mood, school performance, and behavior). A Sleep Habits Survey was administered in homeroom classes to 3,120 high school students at 4 public high schools from 3 m o d e Island school districts.Self-reported total sleep times (school and weekend nights) decreased by 40-50 min across ages 13-19, ps < .001. The sleep loss was due to increasingly later bedtimes, whereas rise times were more consistent across ages. Students who described themselves as struggling or failing school (C's, D's / F's) reported that on school nights they obtain about 25 min less sleep and go to bed an average of 40 min later than A and B students, ps < .001. In addition, students with worse grades reported greater weekend delays of sleep schedule than did those with better grades. Furthermore, this study examined a priori defined adequate sleep habit groups versus less than adequate sleep habit groups on their daytime functioning. Students in the short school-night total sleep group (<6 hr 45 min) and/or large weekend bedtime delay group (>120 min) reported increased daytime sleepiness, depressive mood, and sleep / wake behavior problems, ps < .05, versus those sleeping longer than 8 hr 15 min with less than 60 min weekend delay. Altogether, most of the adolescents' surveyed do not get enough sleep, and their sleep loss interferes with daytime functioning.

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Investigation of the Children's Version of the Morningness-Eveningness Questionnaire with Primary and Junior High School Pupils in Japan

Cited by 40 publications

References 1 publication

Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents

Effects of sleep timing, sleep quality and sleep duration on school achievement in adolescents

Correlation between morningness – eveningness and final school leaving exams

Sleep Schedules and Daytime Functioning in Adolescents

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