Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence

The misalignment between late chronotypes and early school start times affect health, performance and psychological well-being of adolescents. Here we test whether, and how, the baseline chronotype (i.e. chronotype at the beginning of secondary school) and the school timing affect the magnitude and...

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Autores principales: Goldín, Andrea Paula, Sigman, Mariano, Rodríguez Ferrante, Guadalupe, Leone, María Juliana
Otros Autores: Scientific Reports
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Scientific Reports 2022
Materias:
Chronotype
School Timing
Adolescence
Acceso en línea:https://repositorio.utdt.edu/handle/20.500.13098/11461
https://doi.org/10.1038/s41598-022-11928-9
Aporte de:
Repositorio Digital Universidad Torcuato Di Tella de Universidad Torcuato Di Tella
id I57-R163-20.500.13098-11461
record_format dspace
institution Universidad Torcuato Di Tella
institution_str I-57
repository_str R-163
collection Repositorio Digital Universidad Torcuato Di Tella
language Español
orig_language_str_mv spa
topic Chronotype
School Timing
Adolescence
spellingShingle Chronotype
School Timing
Adolescence
Goldín, Andrea Paula
Sigman, Mariano
Rodríguez Ferrante, Guadalupe
Leone, María Juliana
Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
topic_facet Chronotype
School Timing
Adolescence
description The misalignment between late chronotypes and early school start times affect health, performance and psychological well-being of adolescents. Here we test whether, and how, the baseline chronotype (i.e. chronotype at the beginning of secondary school) and the school timing affect the magnitude and the direction of the developmental change in chronotype during adolescence. We evaluated a sample of Argentinian students (n = 259) who were randomly assigned to attend school in the morning (07:45 a.m.–12:05 p.m.), afternoon (12:40 p.m.–05:00 p.m.) or evening (05:20 p.m.–09:40 p.m.) school timings. Importantly, chronotype and sleep habits were assessed longitudinally in the same group of students along secondary school (at 13–14 y.o. and 17–18 y.o.). Our results show that: (1) although chronotypes partially align with class time, this effect is insufficient to fully account for the differences observed in sleep-related variables between school timings; (2) both school timing and baseline chronotype are independently associated with the direction and the magnitude of change in chronotype, with greater delays related to earlier baseline chronotypes and later school timings. The practical implications of these results are challenging and should be considered in the design of future educational timing policies to improve adolescents’ well-being.
author2 Scientific Reports
author_facet Scientific Reports
Goldín, Andrea Paula
Sigman, Mariano
Rodríguez Ferrante, Guadalupe
Leone, María Juliana
format Artículo
publishedVersion
author Goldín, Andrea Paula
Sigman, Mariano
Rodríguez Ferrante, Guadalupe
Leone, María Juliana
author_sort Goldín, Andrea Paula
title Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title_short Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title_full Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title_fullStr Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title_full_unstemmed Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title_sort chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
publisher Scientific Reports
publishDate 2022
url https://repositorio.utdt.edu/handle/20.500.13098/11461
https://doi.org/10.1038/s41598-022-11928-9
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