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. 2022 Feb 18;12:2787. doi: 10.1038/s41598-022-06209-4

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© The Author(s) 2022

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 licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence 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 licence, visit http://creativecommons.org/licenses/by/4.0/.

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Comparison of subjective psychological benefits between 8AM-days and ≥ 9AM-days in the flexible system. Results from the survey at end of wave 2 asking cohort 2 for the following ratings: (A) ability to concentrate during class (Z = 6.419, d = 1.784, n = 93), (B) quality of study at home after school (Z = 6.055, d = 1.643, n = 91), (C) general wellbeing (Z = 6.559, d = 1.855, n = 93), (D) motivation to attend school (Z = 5.927, d = 1.572, n = 92), (E) attitude towards school (Z = 5.896, d = 1.545, n = 92), and (F) tiredness during class (Z = 5.419,d = 1.369, n = 92). Wilcoxon signed rank test, *p < 0.05, **p < 0.01, ***p < 0.001.