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. 2018 Mar 29;8:4793. doi: 10.1038/s41598-018-23044-8

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© The Author(s) 2018

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Social jet lag correlated with decreased academic performance for both advances and delays. Some students delayed from average non-class days (blue) to average class days (red) (A, left), some changed phase less than half an hour, on average, between non-class and class days (A, center), and some students advanced from average non-class days to average class days (A, right) (hourly histograms from example individuals shown for each condition). If SJL is calculated by linear subtraction (B), then amplitude of SJL showed a significant negative correlation with GPA for students who advanced on class days and a non-significant trend of correlation was apparent for students who delayed on class days. If SJL is calculated on a log scale (C), then amplitude of SJL showed a significant negative correlation with GPA for students who advanced on class days, and for students who delayed on class days (for both B and C, 24 groups are used, so that if SJL were random, 1 group would appear per hour of potential SJL).