Morningness-eveningness preferences, learning approach and academic achievement of undergraduate medical students

A total of 345 undergraduate medical students participated in an assessment of chronotype and learning approach effects on academic performance.

• Morning types engaged in deep learning strategies, while evening types tended toward surface learning.
• Deep learners demonstrated better academic outcomes compared to surface learners.
• No significant difference in academic performance was observed between morning and evening types.
• The interaction between chronotype and learning approach significantly influenced academic achievement.
• Chronotype may indirectly affect academic performance through its relationship with learning approaches.

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