Most adolescents exhibit very late chronotypes and attend school early in the morning, a misalignment that can affect their health and psychological well-being. Here we examine how the interaction between the chronotype and school timing of an individual influences academic performance, studying a unique sample of 753 Argentinian students who were randomly assigned to start school in the morning (07:45), afternoon (12:40) or evening (17:20). Although chronotypes tend to align partially with class time, this effect is insufficient to fully account for the differences with school start time. We show that (1) for morning-attending students, early chronotypes perform better than late chronotypes in all school subjects, an effect that is largest for maths; (2) this effect vanishes for students who attend school in the afternoon; and (3) late chronotypes benefit from evening classes. Together, these results demonstrate that academic performance is improved when school times are better aligned with the biological rhythms of adolescents.

中文翻译：

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表型和学校时间的相互作用可以预测学校的表现。

大多数青少年表现出很晚的表型，并在清晨上学，这种失调会影响他们的健康和心理健康。在这里，我们研究了753名阿根廷学生的独特样本，这些人被随机分配在早上（07:45），下午（12:40）或晚上（17:20）。尽管表型倾向于与上课时间部分吻合，但这种效果不足以完全解决与上学时间的差异。我们证明（1）对于早读的学生，早期的表型在所有学校科目中的表现都优于晚期的表型，这在数学上是最大的；（2）对于下午上学的学生，这种影响消失了；（3）晚型表型受益于夜校。总之，这些结果表明，当学校学习时间与青少年的生物节律更好地匹配时，学业成绩将得到改善。