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

Original language	English
Pages (from-to)	130-139
Number of pages	10
Journal	Economics of Education Review
Volume	61
Publication status	Published - 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.

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)

ASJC Scopus subject areas

Social Sciences(all)
Education
Economics, Econometrics and Finance(all)
Economics and Econometrics

Cite this

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

Research output: Contribution to journal › Article › Research › peer review

Herber, SP, Quis, JS & Heineck, G 2017, 'Does the transition into daylight saving time affect students’ performance?', Economics of Education Review, vol. 61, pp. 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 ; Vol. 61. pp. 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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