Morningness-eveningness preferences, learning approach and academic achievement of undergraduate medical students. (2nd September 2018)

• Record Type: Journal Article
• Authors: Akram, Nimra; Khan, Naheed; Ameen, Mehreen; Mahmood, Shahmeera; Shamim, Komal; Amin, Marium; Rana, Qurrat Ul Ain
• Is Part Of: Chronobiology international. Volume 35:Number 9(2018)
• Page Start: 1262
• Page End: 1268
• Publication Date: 2018-09-02
• Subjects: Chronotype -- learning approach -- CGPA -- medical students -- academic achievement; Chronobiology -- Periodicals; Biological rhythms -- Periodicals; Circadian rhythms -- Periodicals; 571.77
• DOI: 10.1080/07420528.2018.1474473
• Languages: English
• ISSNs: 0742-0528

Abstract

ABSTRACT: Several studies have focused on determining the effect of chronotype and learning approach on academic achievement separately indicating that morning types have an academic advantage over the evening types and so have the deep learners over the surface learners. But, surprisingly none have assessed the possible relationship between chronotype and learning approach. So, the current study aimed to evaluate this association and their individual influence on academic performance as indicated by the Cumulative Grade Point Average (CGPA) as well as the effect of their interaction on academic performance. The study included 345 undergraduate medical students who responded to reduced Morningness-Eveningness Questionnaire and Biggs Revised Two-Factor Study Process Questionnaire. Morning types indulged in deep learning while evening types in surface learning. Morning and evening types did not differ on academic performance but deep learners had better academic outcomes than their counterparts. The interaction between chronotype and learning approach was significant on determining academic achievement. Our findings gave the impression that chronotype could have an impact on academic performance not directly but indirectly through learning approaches.