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

Autores
Rodriguez Ferrante, Guadalupe; Goldin, Andrea Paula; Sigman, Mariano; Leone, Maria Juliana
Año de publicación
2022
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The misalignment between late chronotypes and early school start times afect 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 afect 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 efect is insufcient to fully account for the diferences 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.
Fil: Rodriguez Ferrante, Guadalupe. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; Argentina
Fil: Goldin, Andrea Paula. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nebrija; España
Fil: Leone, Maria Juliana. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; Argentina
Materia
MSFsc
Sleep
Social jetlag
School start time
educational policies
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/235296
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescenceRodriguez Ferrante, GuadalupeGoldin, Andrea PaulaSigman, MarianoLeone, Maria JulianaMSFscSleepSocial jetlagSchool start timeeducational policieshttps://purl.org/becyt/ford/1.7https://purl.org/becyt/ford/1The misalignment between late chronotypes and early school start times afect 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 afect 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 efect is insufcient to fully account for the diferences 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.Fil: Rodriguez Ferrante, Guadalupe. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; ArgentinaFil: Goldin, Andrea Paula. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nebrija; EspañaFil: Leone, Maria Juliana. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; ArgentinaNature2022-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/235296Rodriguez Ferrante, Guadalupe; Goldin, Andrea Paula; Sigman, Mariano; Leone, Maria Juliana; Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence; Nature; Scientific Reports; 12; 1; 12-2022; 1-142045-2322CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.nature.com/articles/s41598-022-11928-9info:eu-repo/semantics/altIdentifier/doi/10.1038/s41598-022-11928-9info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T12:18:06Zoai:ri.conicet.gov.ar:11336/235296instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 12:18:07.285CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
title Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
spellingShingle Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence
Rodriguez Ferrante, Guadalupe
MSFsc
Sleep
Social jetlag
School start time
educational policies
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
dc.creator.none.fl_str_mv Rodriguez Ferrante, Guadalupe
Goldin, Andrea Paula
Sigman, Mariano
Leone, Maria Juliana
author Rodriguez Ferrante, Guadalupe
author_facet Rodriguez Ferrante, Guadalupe
Goldin, Andrea Paula
Sigman, Mariano
Leone, Maria Juliana
author_role author
author2 Goldin, Andrea Paula
Sigman, Mariano
Leone, Maria Juliana
author2_role author
author
author
dc.subject.none.fl_str_mv MSFsc
Sleep
Social jetlag
School start time
educational policies
topic MSFsc
Sleep
Social jetlag
School start time
educational policies
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.7
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv The misalignment between late chronotypes and early school start times afect 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 afect 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 efect is insufcient to fully account for the diferences 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.
Fil: Rodriguez Ferrante, Guadalupe. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; Argentina
Fil: Goldin, Andrea Paula. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nebrija; España
Fil: Leone, Maria Juliana. Universidad Torcuato Di Tella; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología. Laboratorio de Cronobiología; Argentina
description The misalignment between late chronotypes and early school start times afect 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 afect 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 efect is insufcient to fully account for the diferences 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.
publishDate 2022
dc.date.none.fl_str_mv 2022-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/235296
Rodriguez Ferrante, Guadalupe; Goldin, Andrea Paula; Sigman, Mariano; Leone, Maria Juliana; Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence; Nature; Scientific Reports; 12; 1; 12-2022; 1-14
2045-2322
CONICET Digital
CONICET
url http://hdl.handle.net/11336/235296
identifier_str_mv Rodriguez Ferrante, Guadalupe; Goldin, Andrea Paula; Sigman, Mariano; Leone, Maria Juliana; Chronotype at the beginning of secondary school and school timing are both associated with chronotype development during adolescence; Nature; Scientific Reports; 12; 1; 12-2022; 1-14
2045-2322
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.nature.com/articles/s41598-022-11928-9
info:eu-repo/semantics/altIdentifier/doi/10.1038/s41598-022-11928-9
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Nature
publisher.none.fl_str_mv Nature
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.982451

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