Biological Clock and Academic Affect: Assessing the Impact of Chronotype on Student Subjective Wellbeing

Abstract Adolescence involves a biological shift toward eveningness, often causing misalignment with early school schedules. This study explored the relationship between chronotype and student subjective wellbeing. Using a quantitative descriptive-correlational design, data were gathered from 267 Grade 11 and 12 students in Misamis Occidental, Philippines. Chronotypes were identified using the MEQ-REV-SA, while the SSWQ measured student subjective wellbeing and its four dimensions. Results showed that most learners (53.6%) possessed an intermediate chronotype, reflecting a balanced biological preference. Furthermore, students reported high levels of subjective wellbeing, particularly regarding educational purpose. Pearson’s correlation revealed no statistically significant relationship between chronotype and any wellbeing dimension. These findings suggest that chronological predisposition does not meaningfully correlate with the learner’s sense of purpose, efficacy, or connectedness in the schooling context. The prevalence of the intermediate chronotype may act as a buffer against social jetlag, allowing students to adapt effectively to traditional school timings. Consequently, school-based factors may influence adolescent wellbeing more profoundly than innate chronobiological rhythms.