The purpose of the present study was to investigate the role of circadian preference for students’ state academic self-concept (ASC). We focused on students’ tendency to be morning-oriented (i.e., morningness) and examined the association between morningness as a trait and mean levels of state (momentary) general-school ASC in everyday school life using intensive longitudinal data collected among = 285 ( = 6,140; = 21.54) German ninth and tenth graders. Furthermore, we tested whether the strength of this relation between morningness and state general-school ASC was modulated by the time of day (i.e., synchrony effect). Results of multilevel analyses showed that morningness was positively related to students’ mean levels of state general-school ASC. However, our results refuted a synchrony effect on state ASC, as higher morningness related to equally high mean levels of state general-school ASC both early and late in the school day with respect to a typical school schedule with lessons occurring in the morning to early afternoon. The present findings contribute to our understanding of ASC and provide relevant information about how morningness should be positioned with regard to ASC in everyday school life.

中文翻译：

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早起和学生的学术自我概念：早起的鸟儿是否觉得自己在日常学校生活中更有能力？

本研究的目的是调查昼夜节律偏好对学生状态学术自我概念（ASC）的作用。我们关注学生以早晨为导向的倾向（即早起），并使用 = 285（ = 6,140; = 21.54) 德国九年级和十年级学生。此外，我们还测试了早晨与州立普通学校 ASC 之间关系的强度是否受到一天中时间的调节（即同步效应）。多水平分析结果表明，晨起与学生的州立普通学校 ASC 平均水平呈正相关。然而，我们的结果驳斥了对州 ASC 的同步效应，因为相对于从早上到凌晨上课的典型学校时间表，较高的早晨时间与州普通学校在上学日的早和晚的 ASC 平均水平同样高相关。下午。目前的研究结果有助于我们对 ASC 的理解，并提供有关如何在日常学校生活中针对 ASC 定位早晨的相关信息。