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Social Psychology Special Issue

PsyPAG-Quarterly-Issue-973

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Professor James Hartley<br />

References<br />

Biss, R.K. (2012). Happy as a lark: Morning-type younger and<br />

older adults are higher in positive affect. Emotion, 12,<br />

437–441.<br />

Currey, M. (2013). Daily rituals. London: Picador.<br />

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paper diaries for learning and assessment purposes in<br />

higher education: A comparative study of feasibility and<br />

reliability. Assessment and Evaluation in Higher Education,<br />

32(6), 631–643.<br />

Gunia, B.C., Barnes, C.M. & Sah, S. (2014). The morality of<br />

larks and owls: Unethical behavior depends on chronotype<br />

as well as time of day. Psychological Science, 25,<br />

2272–2274.<br />

Hartley, J. (Ed.) (1980). The psychology of written communication:<br />

Selected readings. London: Kogan Page.<br />

Hartley, J. & Nicholls, L. (2008). Time of day, exam performance<br />

and new technology. British Journal of Educational<br />

Technology, 39, 555–558.<br />

Hensher, P. (2013). The missing ink. London: Picador.<br />

Horzum, M.B., Ouder, I. & Besoluk, J. (2014). Chronotype<br />

and academic achievement among online learning<br />

students. Learning and Individual Differences, 30, 106–111.<br />

Piffer, D., Ponzi, D., Sapienza, P., Zingalese, L. & Maestripien,<br />

D. (2014). Morningness-eveningness and intelligence<br />

among high-achieving US students: Night owls have<br />

higher GMAT (Graduate Management Admission Test)<br />

scores than early morning types in a top-ranked MBA<br />

program. Intelligence, 47, 107–112.<br />

Preckel, F., Lipnevich, A.A., Boehme, K., Brander, L., Giorgi,<br />

K., Konen T. et al. (2013). Morningness-eveningness<br />

and educational outcomes: The lark has the advantage<br />

over the owl at high school. British Journal of Educational<br />

<strong>Psychology</strong>, 83, 114–134.<br />

Randler, C. (2007). Gender differences in morningnesseveningness<br />

assessed by self-report questionnaires:<br />

A meta-analysis. Personality and Individual Differences, 43,<br />

166–1675.<br />

Ruffing, S., Hahn, E., Spinah, F.M., Brunken, R. & Karbach,<br />

J. (2015). Predicting students’ learning strategies: The<br />

contribution of chronotype over personality. Personality<br />

and Individual Differences, 85, 199–2014.<br />

Vollmer, C., Potsch, F. & Randler, C. (2013). Morningness is<br />

associated with better grades and higher attention.<br />

Learning and Individual Differences, 27, 167–173.<br />

Yam, K.C., Fehr, R. & Barnes, C.M. (2014). Morning<br />

employees are perceived as better employees.<br />

Employees start times influence supervisor performance<br />

ratings. Journal of Applied <strong>Psychology</strong>, 99, 1288–1299.<br />

32 PsyPAG Quarterly

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