Author :
Abstract
This special issue is about circadian rhythm by highlighting its effects on teaching, learning and cognitive performance. Studies related to circadian rhythm and its effects on academic performance arouse more interest in recent years. Therefore we aimed to publish a special issue about this topic. There are eight valuable articles in this special issue and a brief summary of each article is presented in this editorial. In sum the results of articles showed that not only the chronotype (morning, evening type), but also sleep hygiene, sleep quality, sleep problems are important for cognitive activities and these could change in different countries because of their latitude and longitude. Additionally, the studies highlighted here show the need for more detailed assessment of the influential factors of academic achievement in combination with short-time laboratory tests, as well as standardised tests in field settings.
Keywords
Abstract
This special issue is about circadian rhythm by highlighting its effects on teaching, learning and cognitive performance. Studies related to circadian rhythm and its effects on academic performance arouse more interest in recent years. Therefore we aimed to publish a special issue about this topic. There are eight valuable articles in this special issue and a brief summary of each article is presented in this editorial. In sum the results of articles showed that not only the chronotype (morning, evening type), but also sleep hygiene, sleep quality, sleep problems are important for cognitive activities and these could change in different countries because of their latitude and longitude. Additionally, the studies highlighted here show the need for more detailed assessment of the influential factors of academic achievement in combination with short-time laboratory tests, as well as standardised tests in field settings.
Keywords
- Eberspach, L., Fenske, G., Groten, S. C., Neufeldt, L. E., Scherrer, V., & Preckel, F. (2016). Why do larks perform better at school than owls? The mediating effect of conscientiousness, International Online Journal of Educational Sciences, 8(5), 4-16.
- Escribano, C. & Díaz‐Morales, J. F. (2016). Sleep habits and chronotype effects on academic and cognitive performance in Spanish adolescents: a review, International Online Journal of Educational Sciences, 8(5), 17-29.
- Fernandes Cruz, H. M., Gomes, A. A., Martins, A. M., Leitão, J. A., Clarisse, R., Le Floc’h, N., & da Silva, C. F. (2016). Morning-evening types in kindergarten, time-of-day and performance on basic learning skills, International Online Journal of Educational Sciences, 8(5), 30-41.
- Jarraya, S., Jarraya, M., & Souissi, N. (2016). Diurnal variations and weekly pattern of cognitive performances in tunisian children, International Online Journal of Educational Sciences, 8(5), 62-68.
- Kolomeichuk, S. N., Randler, C., Churov, A. V., & Borisenkov, M. F. (2016). PSQI estimation in the sample of Russian students, International Online Journal of Educational Sciences, 8(5), 79-84.
- Masal, E., Önder, İ., Horzum, M. B., Karslı, M. D., & Beşoluk, Ş. (2016). Morningness-eveningness preference, sleep variables and academic achievement of children and adolescents, International Online Journal of Educational Sciences, 8(5), 42-53.
- Randler, C., Bechtold, K., & Vogel, M. (2016). Chronotype and time of day do not influence mathematical achievement in standardised tests, but impact on affect – results from a field experiment, International Online Journal of Educational Sciences, 8(5), 54-61.
- Škvorc, L., & Košćec Bjelajac, A. (2016). Sleep beliefs and circadian typology of helping professions students, International Online Journal of Educational Sciences, 8(5), 69-78.