In Sync with Adolescence: The Role of Morningness-Eveningness in Adolescence

188 Pages·2005·10.2 MB·English

by  Anna-Karin Andershed (auth.)

In Sync with Adolescence
The Role of Morningness-Eveningness
in Development
LONGITUDINAL RESEARCH IN THE
SOCIAL AND BEHAVIORAL SCIENCES
An Interdisciplinary Series
Series Editors:
Howard B. Kaplan, Texas A&M University, College Station, Texas
Adele Eskeles Gottfried, California State University, Northridge, California
Allen W. Gottfried, California State University, Fullerton, California
THE ADDICTION-PRONE PERSONALITY
Gordon E. Barnes, Robert P. Murray, David Patton, Peter M. Bentler,
and Robert E. Anderson
DRUG USE AND ETHNICITY IN EARLY ADOLESCENCE
William A. Vega, Andres G. Gil, and Associates
DRUGS, CRIME, AND OTHER DEVIANT ADAPTATIONS
Longitudinal Studies
Edited by Howard B. Kaplan
PREMARITAL PREDICTION OF MARITAL QUALITY OR BREAKUP
Research, Theory, and Practice
Thomas B. Holman and Associates
RESILIENCE AND DEVELOPMENT
Positive Life Adaptations
Edited by Meyer D. Glantz and Jeannette L. Johnson
IN SYNC WITH ADOLESCENCE
The Role of Morningness-Eveningness in Development
Anna-Karin Andershed
TAKING STOCK OF DELINQUENCY
An Overview of Findings from Contemporary Longitudinal Studies
Edited by Terence P. Thornberry and Marvin D. Krohn
TEMPERAMENT
Infancy through Adolescence
Diana Wright Guerin, Allen W Gottfried, Pamella H. Oliver, and Craig W. Thomas
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In Sync with Adolescence
The Role of Morningness-Eveningness
in Adolescence
Anna-Karin Andershed
Center for Developmental Research
drehro University
drebro, Sweden
^ Spring er
Library of Congress Cataloging-in-Publication Data
Andershed, Anna-Karin.
In sync with adolescence: the role of morningness-eveningness in development/
Anna-Karin Andershed.
p. cm. — (Longitudinal research in the social and behavioral sciences)
Includes bibliographical references and index.
ISBN 0-387-22417-3
\. Teenagers—Longitudinal studies. 2. Circadian rhythms—Longitudinal studies. 3.
Adolescence. 4. Social adjustment. 5. Developmental psychology. I. Title. II. Series.
HQ796.A6835 2005
305.235—dc22
2004052527
Springer Science+Business Media, Inc.
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ISBN 0-387-22417-3 Printed on acid-free paper.
ISSN 1574-1001
©2005 Springer Science+Business Media, Inc.
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To Violeth,
for showing me how a strong and independent woman should be
"... we all run on two clocks.
One is the outside clock,
which ticks away our decades
and brings us ceaselessly to the dry season.
The other is the inside clock,
where you are your own timekeeper
and determine your own chronology,
your own internal weather,
and your own rate of living."
MAX LERNER
ACKNOWLEDGMENTS
The work with this volume has been carried out at the Center for Developmental
Research, Orebro University. It has been supported by grants to Professor H^an Stattin
from the Swedish Council for Planning and Coordination of Research, and Axel and
Margareta Ax:son Johnsons Foundation, and grants to Professor Margaret Kerr from The
Swedish Research Council.
Professor Ljmette Cofer, University of New Mexico, introduced me to the topic of
this volume. By sharing her thoughts with me and the scientific community, she has
facilitated and enthused further research and increased public interest in a new and
exciting way of approaching a phenomenon that is very familiar to all of us.
There are a number of other people that have made it possible for me to write this
book, and all of them deserve my immense and sincere gratitude. First and foremost, I
want to thank Professors Margaret Kerr and H4kan Stattin, Orebro University, for their
feedback, support, continuous guidance, and for letting me use their data. I also want to
thank Dr. Peter Noack, Jena University, for insightful comments, and Dr. Ulf Ekelund,
Orebro University, for invaluable data. In addition, I am greatly indebted to Henrik (i
carry your heart with me (i carry it in my heart)), my beloved family, and wonderful
friends for emotional and intellectual support.
Finally, I want to thank the Orebro and K5ping kids, their parents, and the schools of
the conmiunities of Orebro and K5ping. Without you these pages would be blank.
VII
CONTENTS
1. AN INTRODUCTION TO MORNINGNESS-EVENINGNESS 1'
THEORY AND RESEARCH ON CBRCADIAN RHYTHMICITY 2
What Is a Circadian Rhythm? 2
Physiology of the Circadian System 3
How Are We Entrained? , 3
Life-Span Development of Circadian Rhythms 4
WHAT IS MORNINGNESS-EVENINGNESS? 5
Circadian Rhythmicity and M-E 5
History of M-E , 6
Inventing and Measuring the M-E Concept 6
Types? 7
Stability? 8
Cultural, Geographical, and Seasonal Differences 10
Previous Research on M-E 11
Coming from the Shift-Work Tradition 11
Differences beyond Issues of Time 11
Popular Views of M-E 12
Interactions with Other People , 13
M-E of Adolescents 14
Sleep in Adolescence 14
Studies on Adolescents' Momingness-Eveningness Are Scarce 15
Can We Expect a Normal Distribution? 16
MORNINGNESS-EVENINGNESS FROM A DEVELOPMENTAL
PERSPECTIVE 17
Creating a "New" Tradition 17
Why Is a Developmental Perspective Important? 19
OBJECTIVES 19
2. SAMPLES AND MEASURES OF MORNINGNESS-EVENINGNESS 21
THE SAMPLES 21
Sample 1 21
IX
Sample 2 22
Sample 3 23
MEASURES OF MORNINGNESS-EVENINGNESS 23
Adolescents* M-E 24
Parents' Ratings of Adolescents' M-E 26
Parents'M-E 26
3. MORNINGNESS-EVENINGNESS IN ADOLESCENCE 27
ADOLESCENTS' SELF-REPORTS OF MORNINGNESS-
EVENINGNESS 27
Distributions and Stability of M-E across Eighteen Months 27
Distributions and Stability of M-E across Five Years 30
Gender and Age Differences in M-E and Degree of Stability 31
Summary of Adolescents' Self-Reports of M-E 32
PARENTS' VIEWS OF ADOLESCENTS' MORNINGNESS-
EVENINGNESS 32
Stability in Parents' Ratings of Adolescents' M-E 35
Can Assessments of Adolescents' Morning Vigour Confirm M-E Ratings? 37
Gender Differences in Parents' Ratings of Adolescents' M-E
and Morning Vigour , 38
Summary and Comments on Parents' Ratings of Adolescents' M-E 38
EXPLAINING CHANGES IN MORNINGNESS-EVENINGNESS 39
Is M-E Associated With Actual Arising and Bedtimes? 39
Measures of Arising and Bedtimes 40
Differences among M-E Types in Arising and Bedtimes 40
Gender Differences in Arising and Bedtimes 41
Can M-E Predict Arising and Bedtimes Five Years Later, and Vice Versa? 41
Is M-E Associated With Other Sleep-Wake Regulating Conditions? 42
Gender Differences in Curfews 43
Can M-E Predict Other Sleep-Wake Regulating Conditions,
and Vice Versa? 44
Sununary and Comments on Explaining Changes in M-E 45
IS ADOLESCENTS' MORNINGNESS-EVENINGNESS RELATED TO
MORNINGNESS-EVENINGNESS OF PEOPLE CLOSE TO THEM? 46
M-E Similarity in the Family 46
Distributions of Parents' Ratings of Their Own M-E 47
Resemblance between Adolescents and Parents 48
M-E Similarity in Best Friend Dyads 49
M-E Similarity among Peer Group Members 51
Summary and Comments on Similarities in M-E Among People
in Proximity 52
IMPLICATIONS OF RESULTS ON STABILITY AND EXTERNAL
INFLUENCES ON MORNINGNESS-EVENINGNESS 53
4. MORNINGNESS-EVENINGNESS AND SOCIAL ADJUSTMENT 57
THE RELATION BETWEEN MORNINGNESS-EVENINGNESS AND
LOITERING 58
Measures of Loitering 58
Differences among M-E Types in Loitering 58
Gender and Age differences in Loitering 59
Comments on M-E and Loitering 59
THE RELATION BETWEEN MORNINGNESS-EVENINGNESS AND
SUBSTANCE USE 60
Measures of Substance Use 61
Differences among M-E Types in Substance Use 61
Parallel Use of Substances 63
Gender and Age Differences in Substance Use 65
Comments on M-E and Substance Use 66
THE RELATION BETWEEN MORNINGNESS-EVENINGNESS AND
DELINQUENCY 67
Measures of Delinquency 67
Differences among M-E Types in Delinquency 68
Gender and Age Differences in Delinquency 69
Conmients on M-E and Delinquency 70
CAN MORNINGNESS-EVENINGNESS PREDICT CHANGES IN
SOCIAL ADJUSTMENT OVER TIME, AND VICE VERSA? 70
Can M-E Predict Future Loitering, and Vice Versa? 70
Can M-E Predict Future Substance Use, and Vice Versa? 71
Can M-E Predict Changes in Normbreaking Behavior, and Vice Versa? ... 71
CAN ADOLESCENTS' OWN, OR PEERS* PROBLEM BEHAVIOR
EXPLAIN THE LINK BETWEEN MORNINGNESS-EVENINGNESS
AND SOCIAL ADJUSTMENT? 72
Own Problem Behaviors as Correlated Factors 72
Behavior of Peers as a Correlated Factor 74
SUMMARY AND CONCLUSIONS ABOUT MORNINGNESS-
EVENINGNESS AND SOCIAL ADJUSTMENT 76
. MORNINGNESS-EVENINGNESS AND FAMILY INTERACTION 79
MORNINGNESS-EVENINGNESS AND FAMILY CONFLICTS 80
Measures of Family Conflicts 82
Differences among M-E Types in Conflicts 82
Gender Differences in Conflicts 83
The Importance of M-E Constellations in Conflicts 84
Are Conflicts a Result of Problem Behavior? 85
Conunents on M-E and Family Conflicts 87
PARENTS WITH AN ATTITUDE - MORNINGNESS-EVENINGNESS
AND PARENTS' NEGATIVE ATTITUDES 88
Measures of Parents* Attitudes , 89
Differences among M-E Types in Parents* Attitudes 90
Gender and Age Differences in Parents* Attitudes 91
Are Parents* Attitudes Justified By the Adolescents* Actual Behavior? 92
Do Parents Hold Unjustified Negative Attitudes About Evening Type
Adolescents? 95
Conmients on M-E and Parents* Attitudes 97
MORNINGNESS-EVENINGNESS, ADOLESCENTS* DISCLOSURE,
AND PARENTS* KNOWLEDGE 98
XI
Measures of Disclosure and Knowledge 99
Differences among M-E Types in Adolescents' Disclosure and Parents'
Knowledge 100
Gender and Age Differences in Disclosure and Knowledge 100
Can Actual Problem Behaviors Explain the Link Between M-E and
Disclosure and Knowledge? 102
Comments on M-E and Disclosure and Knowledge 103
CAN MORNINGNESS-EVENINGNESS PREDICT CHANGES IN THE
PARENT-ADOLESCENT RELATIONSHIP, AND VICE VERSA? 104
Can M-E Explain Future Conflicts, and Vice Versa? 104
Can M-E Pr^ct Changes in Parents' Attitudes, and Vice Versa? 105
Can M-E Predict Changes in Knowledge and Disclosure Over Time,
and Vice Versa? 105
SUMMARY AND CONCLUSIONS ABOUT MORNINGNESS-
EVENINGNESS AND FAMILY INTERACTION 105
6. MORNINGNESS-EVENINGNESS AND SCHOOL ADJUSTMENT 109
THE RELATION BETWEEN MORNINGNESS-EVENINGNESS
AND SCHOOL ADJUSTMENT 109
Measures of School Adjustment 110
Differences among M-E Types in School Adjustment 111
Gender and Age Differences in Disaffection from School 113
Can Actual Behavior Explain the Link Between M-E and
Disaffection From School? 113
Sunmiary and Conclusions about M-E and School 116
7. MORNINGNESS-EVENINGNESS AND PATTERNS OF
ADJUSTMENT 119
PROBLEM GRAVITATION 119
PROBLEM AGGREGATION 122
PATTERNS OF ADJUSTMENT PROBLEMS 123
SUMMARY AND CONCLUSIONS ABOUT M-E AND
PATTERNS OF PROBLEM BEHAVIOR 124
8. A CRITICAL VIEW OF THE ROLE OF EVENINGNESS IN
DEVELOPMENT 125
CAUSALITY AND DIRECTIONALITY 126
PERSONALITY CHARACTERISTICS AS CONFOUNDING FACTORS .. 129
Measures of Impulsiveness and Sensation-Seeking Dehavior 130
The Relation between M-E and Personality Characteristics 131
Gender Differences in Personality 132
The Relation between Personality Characteristics and Social Adjustment 133
Can Personality Characteristics Explain the Relation between M-E
and Social Adjustment? 132
Personality as a Moderator of the Relation between M-E and Behavior
Problems 134
Do High and Low Impulsive and Sensation-seeking Evening Types
Have Different Problems? 135
Xll