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The Relationship of Morningness–Eveningness Chronotype and Academic Motivation with Academic Performance in Adolescents: The Mediating Role of Hemispheric Dominance
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Ali Issazadegan   , Mahdi Chitsaz |
| Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, , a.issazadegan@urmia.ac.ir |
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Abstract: (21 Views) |
Introduction: The academic performance of adolescents is crucial for understanding their level of learning, identifying educational needs, and designing effective interventions to improve the academic environment and adolescents outcomes. Therefore, the present study aimed to examine the mediating role of hemispheric dominance in the relationship between achievement motivation and morning-evening chronotype with students’ academic performance.
Method: The present research design was descriptive-correlational, using structural equation modeling and the statistical population of this study included all secondary school students in Azarshahr city (East Azerbaijan) during the 1404 academic year who were currently enrolled. A total of 215 students were selected through accessible sampling. Data were collected using the Hemispheric Preference Test by Henhouse, the Morning-Evening Preference Questionnaire by Horn and Strasberg, the Achievement Motivation Questionnaire by Semnan, and the academic performance index. The collected data were analyzed using Structural Equation Modeling in SPSS and AMOS software version 26.
Results: The results of the structural equation modeling indicated that achievement motivation had a positive and significant effect on academic performance (β=0.365, t=5.36). The influence of morning type on academic performance was also positive and significant (β=0.451, t=3.35), while the effect of evening type on academic performance was negative (β=−0.539, t=−3.74) but not statistically significant. Furthermore, the mediating role of left hemispheric dominance in the relationship between achievement motivation and academic performance was confirmed positively and significantly (p=0.027(. The mediating role of left hemisphere dominance between morning type and academic performance was also confirmed (p=0.036).
Conclusion: The findings of this study highlight the importance of understanding individual differences in brain structure and circadian types for designing effective educational interventions. Strengthening motivation and aligning training programs with students' hemispheric preferences may significantly contribute to improving their academic performance.
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| Keywords: Academic performance, Achievement motivation, Chronotype, Students, Hemispheric preference. |
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Full-Text [PDF 380 kb]
(9 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2026/02/19 | Accepted: 2026/07/17 | Published: 2025/12/1
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