Manjareeka Magna, Dasgupta Subhronil, Kanungo Pratyush, Das Rama Chandra
Department of Physiology Kalinga Institute of Medical Sciences, KIIT University, Bhubaneswar, Odisha, India.
Kalinga Institute of Medical Sciences, KIIT University, Bhubaneswar, Odisha, India.
BMC Med Educ. 2025 May 18;25(1):723. doi: 10.1186/s12909-025-07281-w.
Chronotype, which denotes an individual's preference for morning or evening activity patterns, has been linked to variations in cognitive performance, sleep behavior, and stress levels. This study investigates the association between chronotype, perceived stress, and academic performance among first-year medical students.
A cross-sectional descriptive study was conducted among 148 medical students at a private university. Chronotype was assessed using the Munich Chronotype Questionnaire (MCTQ), and perceived stress was measured using the Perceived Stress Scale (PSS). Academic performance was categorized into "Excellent" (marks > 65%) and "Average" (marks < 55%). Statistical analyses included independent t-tests, chi-square tests to evaluate differences and associations.
Morning chronotypes demonstrated significantly higher academic performance, with 49.1% in the "Excellent" group compared to 29% of Evening chronotypes (p =.03). Perceived stress scores were significantly higher among Evening chronotypes (24.9 ± 12.1) than Morning chronotypes (20.7 ± 9.3, p =.028). Furthermore, Evening chronotypes exhibited longer sleep latency (41.17 ± 13.35 min vs. 14.49 ± 12.14 min, p <.001) and greater variability in weekend sleep schedules (p <.001). Gender differences in stress and academic performance were minimal and not statistically significant.
Chronotype significantly affects academic performance and stress levels among medical students, with Morning types performing better academically experiencing less stress. Tailored strategies like flexible scheduling and sleep hygiene promotion can help Evening chronotypes overcome challenges, improving academic outcomes and psychological well-being.
昼夜节律类型表示个体对早晨或晚上活动模式的偏好，与认知表现、睡眠行为和压力水平的变化有关。本研究调查了一年级医学生的昼夜节律类型、感知压力与学业成绩之间的关联。
对一所私立大学的148名医学生进行了一项横断面描述性研究。使用慕尼黑昼夜节律问卷（MCTQ）评估昼夜节律类型，使用感知压力量表（PSS）测量感知压力。学业成绩分为“优秀”（分数>65%）和“中等”（分数<55%）。统计分析包括独立t检验、卡方检验，以评估差异和关联。
早晨型昼夜节律的学生学业成绩显著更高，“优秀”组中占49.1%，而晚上型昼夜节律的学生为29%（p = 0.03）。晚上型昼夜节律的学生感知压力得分（24.9±12.1）显著高于早晨型昼夜节律的学生（20.7±9.3，p = 0.028）。此外，晚上型昼夜节律的学生睡眠潜伏期更长（41.17±13.35分钟对14.49±12.14分钟，p<0.001），周末睡眠时间表的变异性更大（p<0.001）。压力和学业成绩方面的性别差异极小，且无统计学意义。
昼夜节律类型显著影响医学生的学业成绩和压力水平，早晨型的学生学业表现更好，压力更小。灵活安排时间和促进睡眠卫生等针对性策略可以帮助晚上型昼夜节律的学生克服挑战，提高学业成绩和心理健康水平。
