Does the transition into daylight saving time affect students’ performance?

S.P. Herber; J.S. Quis; G. Heineck

doi:10.1016/j.econedurev.2017.07.002

Details

Originalsprache	Englisch
Seiten (von - bis)	130-139
Seitenumfang	10
Fachzeitschrift	Economics of Education Review
Jahrgang	61
Publikationsstatus	Veröffentlicht - 2017

Abstract

We use international assessment data on more than 22,000 students from six European countries to investigate whether the transition into daylight saving time affects elementary students’ performance in low-stakes tests in the week after the time change. Exploiting the time shift as a natural experiment, we find that the effect of changing the clock is very small in magnitude and not statistically significant in all three testing areas (math, science, and reading). Therefore, our results challenge the prevailing public opinion that daylight saving time should be abandoned because of its detrimental effects on schoolchildren's performance.

ASJC Scopus Sachgebiete

Sozialwissenschaften (insg.)
Ausbildung bzw. Denomination
Volkswirtschaftslehre, Ökonometrie und Finanzen (insg.)
Volkswirtschaftslehre und Ökonometrie

Zitieren

Does the transition into daylight saving time affect students’ performance? / Herber, S.P.; Quis, J.S.; Heineck, G.
in: Economics of Education Review, Jahrgang 61, 2017, S. 130-139.

Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review

Herber, SP, Quis, JS & Heineck, G 2017, 'Does the transition into daylight saving time affect students’ performance?', Economics of Education Review, Jg. 61, S. 130-139. https://doi.org/10.1016/j.econedurev.2017.07.002

Herber, S. P., Quis, J. S., & Heineck, G. (2017). Does the transition into daylight saving time affect students’ performance? Economics of Education Review, 61, 130-139. https://doi.org/10.1016/j.econedurev.2017.07.002

Herber SP, Quis JS, Heineck G. Does the transition into daylight saving time affect students’ performance? Economics of Education Review. 2017;61:130-139. doi: 10.1016/j.econedurev.2017.07.002

Herber, S.P. ; Quis, J.S. ; Heineck, G. / Does the transition into daylight saving time affect students’ performance?. in: Economics of Education Review. 2017 ; Jahrgang 61. S. 130-139.

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title = "Does the transition into daylight saving time affect students{\textquoteright} performance?",

abstract = "We use international assessment data on more than 22,000 students from six European countries to investigate whether the transition into daylight saving time affects elementary students{\textquoteright} performance in low-stakes tests in the week after the time change. Exploiting the time shift as a natural experiment, we find that the effect of changing the clock is very small in magnitude and not statistically significant in all three testing areas (math, science, and reading). Therefore, our results challenge the prevailing public opinion that daylight saving time should be abandoned because of its detrimental effects on schoolchildren's performance.",

keywords = "Cognitive performance, Daylight saving time, Natural experiment, Progress in International Reading Literacy Study (PIRLS), School achievement tests, Trends in International Mathematics and Science Study (TIMSS)",

author = "S.P. Herber and J.S. Quis and G. Heineck",

note = "Publisher Copyright: {\textcopyright} 2017 Elsevier Ltd",

year = "2017",

doi = "10.1016/j.econedurev.2017.07.002",

language = "English",

volume = "61",

pages = "130--139",

journal = "Economics of Education Review",

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