The Effect of Chronotypes on Motivation and Academic Achievement in Elementary Students
| dc.contributor.author | Yoghourdjian, Lale | |
| dc.date.accessioned | 2024-07-06T10:52:41Z | |
| dc.date.available | 2024-07-06T10:52:41Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | The present study examined the effect of the time-of-day preference of a sample of elementary students (N=103) on their motivation level and on their overall academic achievement. The study relied on self-report measures where participants were asked to provide demographic information and fill two questionnaires: The Morningness-Eveningness Questionnaire (MEQ) and the elementary School Motivation Scale (ESMS). The scores of both questionnaires were later analyzed along with the yearly GPA of the students. Results were computed using analyses of correlation and variance. The results of the study showed that academic achievement is positively correlated with morningness (r=.61) as well as motivation (r=.71) and that morning-preferring students (larks) tend to be more intrinsically motivated than evening-preferring students (owls). | |
| dc.identifier.citation | Yoghourdjian, L. (2012). The Effect of Chronotypes on Motivation and Academic Achievement in Elementary Students (SBS thesis, Haigazian University) | |
| dc.identifier.doi | https://doi.org/10.62811/th.0088 | |
| dc.identifier.uri | https://haigrepository.haigazian.edu.lb/handle/123456789/315 | |
| dc.title | The Effect of Chronotypes on Motivation and Academic Achievement in Elementary Students |
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