In Sync with Adolescence青春期發(fā)育中早晨-傍晚的作用

內(nèi)容概要

At the start of every school day, it’s not an unfamiliar sight to see younger children bounding toward school, bright-eyed and bushy-tailed, ready to seize the day. In contrast, adolescents sometimes seem to sleepwalk toward their middle and high schools, often bleary-eyed, cantankerous, and less than enthusiastic to get down to work. Why the difference?　　Recent developmental research has demonstrated a relationship between sleep/wake patterns and different kinds of problem behaviors, including social adjustment problems, family coercion, and disaffection from school. Adolescents who prefer staying up later in the evening and arising late in the morning (i.e., eveningness) have often been considered at greater risk of suffering from such problem behaviors as delinquency and negative relationships with parents and teachers. Those who tend to go to bed and arise earlier (i.e., morningness) have long been associated with more positive outcomes. In the majority of previous research, however, these concepts have never been adequately tested.　　In Sync with Adolescence: The Role of Morningness-Eveningness in Development examines the possible effects of adolescent preferences on problem behavior in different contexts. This volume presents a new way of looking at morningness-eveningness in relation to adolescent development in general and on problem behavior in particular. The study has produced results, the implications of which necessitate a reinterpretation of the current thinking about morningness-eveningness and adolescent adjustment.　　This volume should be of particular interest to developmental psychologists and researchers who are interested in examining the role of biological factors in psychological processes as well as to sleep researchers who are interested in both the clinical and behavioral aspects. In addition, it is a valuable resource for clinical child and school psychologists, medical staff, teachers, and anyone who works with adolescents.

書籍目錄

1. AN INTRODUCTION TO MORNINGNESS-EVENINGNESS  　THEORY AND RESEARCH ON CIRCADIAN RHYTHMICITY 　　What Is a Circadian Rhythm? 　　Physiology of the Circadian System 　　How Are We Entrained? 　　Life-Span Development of Circadian Rhythms 　WHAT IS MORMNGNESS-EVEMNGNESS? 　　Circadian Rhythmicity and M-E 　　History of M-E 　　Inventing and Measuring the M-E Concept 　　Types? 　　Stability? 　　Cultural, Geographical, and Seasonal Differences 　　Previous Research on M-E 　　Coming from the Shift-Work Tradition 　　Differences beyond Issues of Time 　　Popular Views of M-E 　　Interactions with Other People 　　M-E of Adolescents 　　Sleep in Adolescence 　　Studies on Adolescents' Morningness-Eveningness Are Scarce 　　Can We Expect a Normal Distribution? 　MORMNGNESS-EVENINGNESS FROM A DEVELOPMENTAL PERSPECTIVE 　　Creating a "New" Tradition 　　Why Is a Developmental Perspective Important? 　　OBJECTIVES 2. SAMPLES AND MEASURES OF MORNINGNESS-EVENINGNESS  21 (6) 　THE SAMPLES 　　Sample 1 　　Sample 2 　　Sample 3 　MEASURES OF MORNINGNESS-EVENINGNESS 　　Adolescents' M-E 　　Parents' Ratings of Adolescents' M-E 　　Parents' M-E 3. MORNINGNESS-EVENINGNESS IN ADOLESCENCE  27 (30) 　ADOLESCENTS' SELF-REPORTS OF MORNINGNESS-EVENINGNESS 　　Distributions and Stability of M-E across Eighteen Months 　　Distributions and Stability of M-E across Five Years 　　Gender and Age Differences in M-E and Degree of Stability 　　Summary of Adolescents' Self-Reports of M-E 　PARENTS' VIEWS OF ADOLESCENTS' MORMNGNESS-EVENINGNESS 　　Stability in Parents' Ratings of Adolescents' M-E 　　Can Assessments of Adolescents' Morning Vigour Confirm M-E Ratings? 　　Gender Differences in Parents' Ratings of Adolescents' M-E and Morning Vigour 　　Summary and Comments on Parents' Ratings of Adolescents' M-E 　EXPLAINING CHANGES IN MORMNGNESS-EVENINGNESS 　　Is M-E Associated With Actual Arising and Bedtimes? 　　Measures of Arising and Bedtimes 　　Differences among M-E Types in Arising and Bedtimes 　　Gender Differences in Arising and Bedtimes 　　Can M-E Predict Arising and Bedtimes Five Years Later, and Vice Versa? 　　Is M-E Associated With Other Sleep-Wake Regulating Conditions? 　　Gender Differences in Curfews 　　Can M-E Predict Other Sleep-Wake Regulating Conditions, and Vice Versa? 　　Summary and Comments on Explaining Changes in M-E 　IS ADOLESCENTS' MORMNGNESS-EVENINGNESS RELATED TO MORNINGNESS-EVEMNGNESS OF PEOPLE CLOSE TO THEM? 　　M-E Similarity in the Family 　　Distributions of Parents' Ratings of Their Own M-E 　　Resemblance between Adolescents and Parents 　　M-E Similarity in Best Friend Dyads 　　M-E Similarity among Peer Group Members 　　Summary and Comments on Similarities in M-E Among People in Proximity 　　IMPLICATIONS OF RESULTS ON STABILITY AND EXTERNAL INFLUENCES ON MORNINGNESS-EVENINGNESS 4. MORNINGNESS-EVENINGNESS AND SOCIAL ADJUSTMENT  5. MORNINGNESS-EVENINGNESS AND FAMILY INTERACTION  6. MORNINGNESS-EVENINGNESS AND SCHOOL ADJUSTMENT  7. MORNINGNESS-EVENINGNESS AND PATTERNS OF ADJUSTMENT  8. A CRITICAL VIEW OF THE ROLE OF EVENINGNESS IN DEVELOPMENT  9. CLOSING DISCUSSION  REFERENCES  INDEX

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