A survey of college-bound high school graduates regarding circadian preference, caffeine use, and academic performance.
BACKGROUND
This study examines the relationships between circadian preference and caffeine use with academic performance and hours spent studying for recent high school graduates entering their first year of college.


METHODS
Entering first-year college students enrolled at 90 baccalaureate-level institutions across the USA were invited to complete the Beginning College Survey of Student Engagement (BCSSE) and the Composite Scale of Morningness (CSM) as well as answer questions regarding caffeine consumption. Surveys were administered on each campus during the summer months of 2013. Only those that graduated from a US high school in the spring of 2013 were included in this study. The final sample for this study included 25,200 students that completed the BCSSE, CSM, and questions regarding caffeine consumption.


RESULTS
Evening types (E-types) were significantly less likely to report earning A/A-'s in high school and less likely to study 16 or more hours per week compared to intermediate or morning types (M-types) (p < 0.05). Overall, entering first-year students reported an average of 1.1 servings of caffeine per day, with 39 % reporting no caffeine consumption. M-types were more likely to consume no caffeine (54 %) compared to E-types that also indicated no daily caffeine (31 %) (p < 0.05). However, E-types were approximately 2.5 times more likely to consume three or more daily servings of caffeine (18 %) compared to M-types that consume the same amount (7 %) (p < 0.05). M-types that consumed no caffeine reported the highest grades with nearly 64 % reporting they earned mostly A's or A-'s in high school. However, the apparent advantage that morning types had over evening types regarding high school grades was completely ameliorated once three or more servings of caffeine were consumed per day.


CONCLUSIONS
This study provides additional information to educators and health professionals to create programs and provide resource to help adolescents better understand the impact of their sleep behaviors and use of caffeine on their academic performance.
Center for Postsecondary Research, Indiana University, 1900 East 10th St, Suite 419, Bloomington, IN, 47406-7512, USA, colejs@indiana.edu.
James S
JS
Cole
D000293:Adolescent; D002110:Caffeine / Q000008:administration & dosage*; D002755:Choice Behavior; D002940:Circadian Rhythm; D004522:Educational Status; D005260:Female; D006306:Health Surveys; D006801:Humans; D008297:Male; D013334:Students / Q000706:statistics & numerical data*; D014481:United States
D002110:Caffeine