ArticleSleep2023
University students' diurnal learning-directed behavior is strongly influenced by school start times with implications for grades.
Article in Sleep, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Emerging evidence reinforces and expands the case for later school start times.Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine · 2026Article
- Who pays more for early starts? Early-morning time pressure, sleep-related states, and role-contingent work engagement among Chinese university teachers.Frontiers in psychology · 2026Article
- Chronotype-specific associations of sleep-wake schedule with behavioral, physiological, and psychological parameters.Sleep advances : a journal of the Sleep Research Society · 2026Article
- Turn off that night light! Light-at-night as a stressor for adolescents.Frontiers in neuroscience · 2024Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
STUDY
objectivesSchool start times impose constraints on sleep-wake timing that may influence academic achievement. We used large university archived datasets to test the hypothesis that larger differences in timing of students' diurnal learning behavior on school days relative to non-school days would be associated with lower grades.
methodsDiurnal learning-directed behavior was examined in 33 645 university students by analyzing their learning management system (LMS) login rhythm. We tested the associations between the phase-difference in students' behavioral rhythm on school days versus non-school days with grade point average, LMS-login phase on non-school days (LMS-login chronotype), and school start time. We also tested the chronotype-dependent effects of school start times on diurnal behavior to determine whether students obtained better course grades when their first class of the day was in synch with their LMS-login chronotype.
resultsStudents whose LMS-login rhythm was more than 2 hours earlier on school days had significantly lower grades than their peers. The change in LMS-login phase was larger in students with a later LMS-login chronotype and for earlier school start times. Minimal changes in LMS-login phase and higher course grades were observed when students' first class of the day was aligned with their LMS-login chronotype.
conclusionsOur findings demonstrate that school start times have a profound impact on students' diurnal learning behavior with implications for grades. Universities can potentially improve learning by starting school later to minimize differences in diurnal learning behavior between school days and non-school days.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.