Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes

Abstract

Background

Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s.

Objective

We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student evaluations of teaching (SETs) would be lower.

Method

Eighty-two students enrolled in an 8 a.m. (n = 39) or 10 a.m. (n = 43) section of Introductory Psychology reported their GPA and completed the Stanford Sleepiness Scale, Likert-scale items from the College’s SET form, and other questions.

Results

Students in the 8 a.m. section reported lower GPA, class grade, and assignments completed; more sleepiness; and a harder time waking up and staying awake for class. Several findings held when controlling for GPA.

Conclusion

Results extend previous research and suggest the importance of offering later classes in college. Limitations include a small sample size, quasi-experimental design, and use of self-report data. Future researchers should test whether findings replicate with other kinds of classes and in other subjects.

Teaching Implications

To maximize student success and well-being, later courses should be offered at the college level whenever feasible.