CIRCADIAN RHYTHMS OF UNIVERSITY STUDENTS DURING STUDY AND EXAM PERIODS

Purpose: The aim of this study was to examine the impact of study and exam periods on circadian rhythms, sleep quality, physical activity, psychological well-being, and autonomic functions in university students.

Methods: This prospective observational study was conducted with 30 university students (mean age: 21.10 ± 1.70 years; body mass index: 24.20 ± 7.20 kg/m²). Assessments included the Morningness-Eveningness Questionnaire, Pittsburgh Sleep Quality Index, International Physical Activity Questionnaire–short form, and Depression-Anxiety-Stress Scale–21. Autonomic functions were measured through evaluations of body temperature, blood pressure, heart rate, oxygen saturation, and skin moisture. All assessments were performed in controlled environments during study periods (2–3 weeks before exams) and exam periods (the second week of finals).

Results: Students shifted toward evening chronotypes during exams (p < 0.001) and exhibited poorer sleep quality (p < 0.001), reduced physical activity (p < 0.001), and increased depression, anxiety, and stress levels (p = 0.040). Significant increases in systolic (p = 0.006), diastolic blood pressure (p = 0.028), and heart rate (p = 0.014) were observed during exams, while body temperature, oxygen saturation, and skin moisture remained unchanged.

Conclusion: The pressures of academic life, especially during exam periods, can significantly disrupt circadian rhythms, sleep quality, and psychological well-being, with physiological stress responses becoming more pronounced. Physical activity, stress, and time management in university students can be beneficial for both academic success and overall health.