Department of Psychology of Universidade Autónoma de Lisboa, Coordinator Researcher in Psychology Research Centre (CIP) and of Foundation for Science and Technology, 1169-023 Lisbon, Portugal.
Department of Psychology, Universidade Autónoma de Lisboa, 1169-023 Lisbon, Portugal.
Int J Environ Res Public Health. 2022 Oct 14;19(20):13233. doi: 10.3390/ijerph192013233.
The aim of this study is to examine the relationship between chronotype, classroom behaviour and school performance in 140 healthy school-age children attending various levels of education during the 1st cycle during 2021 in Portugal. In this cross-sectional and quantitative study, the Chronotype Questionnaire for Children (to assess the chronotype) and the Conners Scale-a reduced version was presented to the teachers (to assess behaviours such as excessive movement, inattention and oppositional behaviours)-were used. The methodology of this study followed a comparative method since the independent variables were not controlled, and therefore, it was still possible to compare the differences between the morning and evening groups. Statistical methods were used such as multivariate analyses, inter-item correlations and reliability tests, and descriptive tests were used for the percentile analysis. The sample was divided into three groups based on the identification of the chronotype-morning, intermediate and evening types-to further study the relationship between these chronotypes, their academic performance and classroom behaviour were studied. A multivariate analysis of variance revealed that there was a higher rate of oppositional behaviour in the morning type and no differences in the school performance during the two semesters (covering all of the school periods) regarding the chronotype effect, even with the analysis of regression parameters and covariates. On the other hand, the morning-type children showed a greater amount of motor agitation and impulsivity after controlling for the gender covariate. Age had an effect on the chronotype, after controlling for the covariate parental education. This study highlights the need for further research on the chronotype of the morning children in order to regulate their behaviour. The data that were obtained raise questions that have not been yet considered in the literature in the area of education and infant development.
本研究旨在探讨 2021 年葡萄牙第一周期期间，140 名健康学龄儿童的睡眠时型、课堂行为与学业表现之间的关系。在这项横断面和定量研究中，使用了儿童睡眠时型问卷（评估睡眠时型）和康纳斯量表（一种简化版，用于评估过度活动、注意力不集中和对立行为等行为），由教师进行评估。本研究采用了比较方法，因为未控制独立变量，因此仍可以比较晨型和晚型组之间的差异。使用了多元分析、项目间相关性和可靠性测试等统计方法，并进行了百分位数分析的描述性测试。根据睡眠时型的识别，将样本分为三组——晨型、中间型和晚型，进一步研究这些睡眠时型与学业表现和课堂行为之间的关系。方差分析的多元分析表明，晨型儿童的对立行为发生率较高，而在学期（涵盖整个学校期间）的两个学期中，睡眠时型对学业表现没有影响，即使考虑回归参数和协变量的分析也是如此。另一方面，在控制性别协变量后，晨型儿童的多动和冲动程度更大。控制协变量父母教育程度后，年龄对睡眠时型有影响。本研究强调需要进一步研究晨型儿童的睡眠时型，以调节他们的行为。所得数据提出了一些尚未在教育和婴儿发育领域的文献中考虑过的问题。
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