许多研究报告说,晚上的人学业成绩差,认知的一般昼夜节律波动。这项研究的目的是分析横截面设计中的昼夜节律波动,并研究时间型对情境情绪和内在动机的影响。在三所土耳其中学进行了一项横断面调查研究,共抽样599名学生(283名女性和316名男性)。数据是在相同年级和内容的特定数学课结束时收集的,使用结合三个尺度的形式。我们发现内在动机没有性别相关的差异,而情境动机存在一些差异。在数学课上,女学生表现出更高的兴趣,而男孩在无聊方面得分更高。此外,早上得分高的学生会报告更高的兴趣水平,幸福,更少的无聊。具有较高稳定性(以及白天情绪和认知波动较低)的学生报告了更高的享受程度,感知能力,感知的选择,和较少的压力/紧张的数学课。在清晰度之间观察到正相关,兴趣,和幸福,而鲜明与无聊之间存在负相关。这表明昼夜稳定性较高的学生表现出更高的兴趣,幸福,和较低的无聊程度。此外,分析结果表明,早晨,清晰度,和晚上是内在动机的重要预测因子。相反,性别,申请时间,早晨,和独特性成为数学课中情境情绪的预测因子。
Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes.