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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan
Chura-Quispe, Gilber
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Education

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Disruption of the biological clock: chronotypes and social jet lag in high school students Chura-Quispe, Gilber; Gutierrez Flor, Karla Antonella; Valencia Valencia, Julio Berne; Alca Gómez, Javier; Quispe Mello, Enrique José; Alca Gómez, Americo
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34472

Abstract

Adolescent students generally experience variations in sleep that can lead to discrepancies between the biological rhythms of their daily lives and social demands such as school schedules, affecting not only their physical and mental health but also their learning process. Therefore, this study aims to investigate the relationship between chronotype types and the prevalence or absence of social jet lag among adolescents aged 13 to 17 years. A quantitative approach was adopted, utilizing a cross-sectional and descriptive-correlational design, with a participation of 524 secondary school students and a non-probabilistic sample of 267, to whom two questionnaires were administered. The findings indicated the absence of a significant correlation between chronotypes and social jet lag (p=0.916, VCramer=0.026). Moreover, the predominant chronotype was intermediate (81.27%), and 83.15% were likely experiencing jet lag. Additionally, 60% of adolescents aged 15 to 16 years have an evening chronotype, and 35.59% of those suffering from jet lag are 16 years old. In conclusion, although the correlation between chronotypes and jet lag was not demonstrated, the issue of biological clock disorders is present among school students, particularly among those aged 16.
Knowledge and attitudes towards special educational needs: A study with future teachers Chura-Quispe, Gilber; Vargas-Fuentes, Julisa Alexandra; Padilla Dí­az, Omar Eduardo; Laura De La Cruz, Bianca Daisa; Valdez Copaja, Rossana; Nue Caballero, Patricia Rosa
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.79882

Abstract

The training of teachers is continually adapting to the needs demanded by today’s society. Special educational needs (SEN) currently represent a challenge that future teachers must approach with favourable attitudes and a willingness to engage. The aim of this study is to assess the impact of knowledge in inclusive education on attitudes towards special educational needs among university students. The research employs a cross-sectional and explanatory design, involving 406 university students from teacher training programmes in Peru. Data were collected using the Inclusive Education Questionnaire and the Attitude Scale towards the Inclusion of Students with SEN, both of which demonstrated adequate validity and reliability indices. The results confirm that teachers' attitudes towards special educational needs are positively and significantly affected by knowledge of the definition and characteristics of inclusive education (β = 0.438, p < 0.05), the importance of this knowledge (β = 0.139, p < 0.05), and knowledge of children's disabilities (β = 0.388, p < 0.05). In conclusion, attitudes can be explained through the knowledge acquired by university students during their professional training. Therefore, teacher education in pedagogy is essential for improving the quality of inclusive education in basic education schools.
Co-Authors Alca Gómez, Americo Alca Gómez, Javier Gutierrez Flor, Karla Antonella Laura De La Cruz, Bianca Daisa Nue Caballero, Patricia Rosa Padilla Dí­az, Omar Eduardo Quispe Mello, Enrique José Valdez Copaja, Rossana Valencia Valencia, Julio Berne Vargas-Fuentes, Julisa Alexandra