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Related Experiment Video

Updated: May 8, 2026

Human Circadian Phenotyping and Diurnal Performance Testing in the Real World

Human Circadian Phenotyping and Diurnal Performance Testing in the Real World

Published on: April 7, 2020

Circadian preference and thinking styles: implications for school achievement.

Juan Francisco Díaz-Morales¹, Cristina Escribano

¹Departamento de Psicología Diferencial y del Trabajo, Facultad de Psicología, Universidad Complutense de Madrid , Madrid , Spain.

Chronobiology International

|September 13, 2013

Summary

Morning and evening types show distinct thinking styles, with morning types preferring left-hemisphere processing and evening types favoring right-hemisphere processing. These circadian preferences and thinking styles significantly impact self-reported academic achievement in adolescents.

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Design and Analysis of Temperature Preference Behavior and its Circadian Rhythm in Drosophila

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Area of Science:

Neuroscience
Educational Psychology
Chronobiology

Background:

Thinking styles are linked to academic achievement.
Morning types (left-thinkers) favor analytical processing, while evening types (right-thinkers) are more intuitive.
Previous research focused on undergraduates, not adolescents, and lacked school achievement analysis.

Purpose of the Study:

Investigate the relationship between circadian preference and thinking styles in adolescents.
Examine the implications of these relationships for self-reported school achievement.

Main Methods:

Surveyed 1134 adolescents (ages 10-14) using the Morningness-Eveningness Scale for Children (MESC) and Hemispheric Preference Test (HPT).
Assessed self-reported school achievement.
Employed multivariate regression analysis to identify predictors of achievement.

Main Results:

A higher proportion of left-thinkers were morning types, and right-thinkers were evening types.
Morning types/left-thinkers reported the highest achievement; evening types/right-thinkers reported the lowest.
Age, left-hemisphere preference, and morning preference explained 14.2% of achievement variance.

Conclusions:

Circadian preference and thinking styles are associated in adolescents.
These associations have significant implications for understanding academic achievement differences.
Targeted educational strategies may benefit from considering students' chronotypes and cognitive processing preferences.