Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: http://hdl.handle.net/10419/110619
Autoren: 
Herber, Stefanie P.
Quis, Johanna Sophie
Heineck, Guido
Datum: 
2015
Schriftenreihe/Nr.: 
BERG Working Paper Series No. 100
Zusammenfassung: 
We use international student assessment data on more than 22,000 students from six European countries and a regression discontinuity design to investigate whether the transition into daylight saving time (DST) affects elementary students' test performance in the week after the time change. We do not find reliable statistical effects on students' performance, neither in math, science nor reading. Our results therefore challenge the prevailing public opinion that DST should be abandoned because of its detrimental effects on school children's performance.
Schlagwörter: 
Daylight saving time
school achievement tests
cognitive performance
natural experiment
regression discontinuity design
TIMSS
PIRLS
JEL: 
D04
H41
I20
I29
ISBN: 
978-3-943153-17-0
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
649.59 kB





Publikationen in EconStor sind urheberrechtlich geschützt.