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Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school

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References

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951 cited

2002Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.917 cited

2004Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All?909 cited

Cited by

2014Timing of Examinations Affects School Performance Differently in Early and Late Chronotypes106 cited
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2016How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation.92 cited
2017Chronotype, class times, and academic achievement of university students89 cited
2015The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students89 cited
2017Time to learn: H ow chronotype impacts education82 cited
2015Measures of circadian preference in childhood and adolescence: A review75 cited
2017Lower school performance in late chronotypes: underlying factors and mechanisms69 cited
2023The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis65 cited
2013Predicting school achievement: The role of inductive reasoning, sleep length and morningness–eveningness65 cited
2022Adolescent sleep health and school start times: Setting the research agenda for California and beyond. A research summit summary63 cited
2013Morningness is associated with better gradings and higher attention in class59 cited
2017Morningness–eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings59 cited
2014Synchronizing education to adolescent biology: ‘let teens sleep, start school later’56 cited
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