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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 (0745), afternoon (124 or evening (172. Although chronotypes tend to align partially with class time, this effect is insufficient to fully a
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