A paper in the most recent issue of Learning and Individual Differences reports an interaction between an individual’s chronotype (the extend to which you are a morning or an evening person) and the timing of academic activities.
I think this is a potentially important result. It suggests that knowledge of a biologically mediated individual difference might allow us to optimize instruction for different students. From the abstract:
Results indicate a synchrony effect (interaction of time of day and chronotype) in achievement and state motivation. Evening types have worse achievement, lower interest, and lower joy in the morning, but there were no significant associations between chronotype and the outcomes in the afternoon. Since adolescent evening types can learn better and are more motivated in the afternoon, schools should offer more learning opportunities in the afternoon.