Effect of Circadian Preferences and Personality Traits on Academic Achievement in Active Students

Objective: During the past decades, several studies have explored individuals’ differences and their impact on scholarly achievement. The effect of circadian preference and personality on academic performance has been studied in different countries. However, studies have yet to analyze these variables in the Moroccan context (North West Africa) and test whether academic performance relates to circadian types and personality traits. This study aimed to investigate the relationship between those variables in young active students.Methods: This study included 167 Moroccan active students (age=16.34 years; SD=1.2). The personality trait was measured with Big Five Questionnaire for Children (BFQ-C). We also assessed the circadian typology by using Morningness–Eveningness Questionnaire (MEQ). School grades were used to calculate academic success (grade point average [GPA]). We investigated the relationships between all the parameters.Results: This study indicates a significant difference in Big Five factors between athlete groups of chronotype. GPA is significantly related positively to MEQ score and openness but negatively to neuroticism. However, no correlation was observed with the other significant five factors.Conclusion: Professionals must consider circadian preferences and personality traits when looking to facilitate students’ scholarly achievement.