Sincronizar relógios : otimizar aprendizagens : matutinidade-vespertinidade, hora do dia e desempenho em crianças em idade escolar
Miniatura indisponível
Ficheiros
Data
2018
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Neste trabalho realizamos três estudos que analisaram a relação entre tipos matutinos-vespertinos em interação com a hora-do-dia no desempenho em crianças em idade escolar. Foi utilizado um design experimental duplamente cego e selecionadas as crianças Matutinas/ Vespertinas, classificadas de acordo com o Questionário de Cronótipo em Crianças (QCTC) que completaram, em diferentes momentos do dia, baterias de testes relacionados com aptidões básicas para a aprendizagem (BPE, BAPAE, ALEPE). Globalmente, os resultados significativos encontrados indicaram que: (i) o “efeito de sincronia” talvez seja uma hipótese simplista, i.e., dependendo do tipo de tarefa cognitiva envolvida o desempenho dos tipos diurnos (Matutinos-Vespertinos) parece beneficiar tanto de momentos ótimos (de manhã no caso dos matutinos e de tarde no caso dos vespertinos) como de momentos não-ótimos – efeito de assincronia (de tarde no caso dos matutinos e de manhã no caso dos vespertinos); (ii) os melhores desempenhos não ocorrem necessariamente nas primeiras horas do dia escolar; (iii) a vespertinidade parece estar associada a melhores capacidades cognitivas e a matutinidade a melhores resultados escolares; (iv) o desempenho dos tipos diurnos não só varia ao longo do dia mas parece variar, também, ao longo da semana; (v) a terça e a quinta parecem ser dias ótimos e a sexta um dia não-ótimo para o desempenho escolar. São necessários estudos de replicação.
This dissertation describes three studies that were conducted in order to analyse the relationship between morning-evening types in interaction with the time-of-day performance in school-age children. Using a double-blind experimental design Morning [MT] and Evening [ET] Types children classified according to the Children Chronotype Questionnaire (CCQT) were tested in randomly assigned at different times-of-day, and completed a battery of tests related to basic learning skills (BPE, BAPAE, ALEPE). Significant results (p<.05) show that: (i) the “synchrony effect” may be a simplistic hypothesis, i.e., depending on the type of cognitive task involved, MT and ET performance may benefit not only from optimal – synchrony effect, but also from its non-optimal moments – asynchrony effect; (ii) M-E Types performance not only varies throughout the time-of-day, but also, it seems to vary throughout the day-of-week; (iii) in young children Eveningness seems to be associated with better cognitive abilities performed, and Morningness seems to be associated with better academic achievement; (iv) better performances are not necessarily associated to early hours of the school day; (v) tuesday and thursday may be an optimal day and friday a non-optimal day for the school performance. Replication studies are now needed.
This dissertation describes three studies that were conducted in order to analyse the relationship between morning-evening types in interaction with the time-of-day performance in school-age children. Using a double-blind experimental design Morning [MT] and Evening [ET] Types children classified according to the Children Chronotype Questionnaire (CCQT) were tested in randomly assigned at different times-of-day, and completed a battery of tests related to basic learning skills (BPE, BAPAE, ALEPE). Significant results (p<.05) show that: (i) the “synchrony effect” may be a simplistic hypothesis, i.e., depending on the type of cognitive task involved, MT and ET performance may benefit not only from optimal – synchrony effect, but also from its non-optimal moments – asynchrony effect; (ii) M-E Types performance not only varies throughout the time-of-day, but also, it seems to vary throughout the day-of-week; (iii) in young children Eveningness seems to be associated with better cognitive abilities performed, and Morningness seems to be associated with better academic achievement; (iv) better performances are not necessarily associated to early hours of the school day; (v) tuesday and thursday may be an optimal day and friday a non-optimal day for the school performance. Replication studies are now needed.
Descrição
Orientação: Ana Cardoso Allen Gomes;
co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCATION, CRIANÇAS, CHILDREN, APTIDÕES, APTITUDES, APRENDIZAGEM, LEARNING, DESEMPENHO ESCOLAR, SCHOOL PERFORMANCE, COMPORTAMENTO COGNITIVO, COGNITIVE BEHAVIOUR