Boyle G J
Department of Psychology, Bond University, Queensland, Australia.
Br J Educ Psychol. 1997 Mar;67 ( Pt 1):37-49. doi: 10.1111/j.2044-8279.1997.tb01225.x.
Menstrual cycle moods and symptoms may well play a discernible role in the academic performance of some post-pubescent adolescent female students.
It was expected that menstrually related moods and symptoms would have both negative and positive influences on academic learning outcomes, and that the magnitude of these effects would be directly proportional to the salience of such moods and symptoms across the monthly cycle.
The sample comprised 427 post-pubescent female students (Years 10, 11, and 12) attending a number of senior secondary schools within the Melbourne metropolitan area, Australia.
Given the sensitivity of conducting such a study, combined with the logistical difficulties of obtaining prospective data within school settings, retrospective Menstrual Distress Questionnaire (MDQ) scores were related to the previous end-of-year academic grades across a wide range of 18 senior school subjects. Despite the conservative design constraints and associated data analyses (correlations were not corrected for attenuation), some systematic effects were observed.
At the premenstrual, menstrual, and intermenstrual phases, moods and symptoms significantly predicted grades in 14 per cent, 7 per cent, and 13 per cent of instances, respectively. Although most significant relationships were negative, scores on the MDQ Arousal scale for the intermenstrual phase positively predicted grades in English Literature, (general) Mathematics, Art and Craft, History, Mathematics 1, and Study of Society.
Evidently, menstrual cycle variables play a small, but discernible role on academic learning outcomes, contributing both positively and negatively to performance. Future, prospective studies are now needed to provide a more definitive account of menstrual cycle influences on academic performance.
月经周期中的情绪和症状很可能在一些青春期后女学生的学业表现中发挥明显作用。
预期与月经相关的情绪和症状会对学业学习成果产生消极和积极影响，且这些影响的程度将与整个月经周期中此类情绪和症状的显著程度成正比。
样本包括427名青春期后女学生（10、11和12年级），她们就读于澳大利亚墨尔本市区的多所高中。
鉴于开展此类研究的敏感性，再加上在学校环境中获取前瞻性数据存在后勤困难，回顾性的月经困扰问卷（MDQ）得分与18门高中科目上一学年末的学业成绩相关。尽管设计保守且有相关数据分析（未对相关性衰减进行校正），但仍观察到一些系统性影响。
在经前、经期和经间期阶段，情绪和症状分别在14%、7%和13%的情况下显著预测了成绩。虽然大多数显著关系为负，但经间期MDQ唤醒量表得分对英国文学、（普通）数学、工艺美术、历史、数学1和社会研究的成绩有正向预测作用。
显然，月经周期变量在学业学习成果中发挥着虽小但明显的作用，对成绩既有积极贡献也有消极贡献。现在需要开展未来的前瞻性研究，以更确切地说明月经周期对学业表现的影响。
