Debits, Credits, and Circadian Rhythms: The Effect of CPA Exam Start Time on Performance

Abstract

Purpose

To explore the effects of circadian rhythms on mental performance in the context of the high-stakes CPA exam and to give exam candidates and practitioners insights about ways to better align rigorous mental tasks with the timing of peak mental performance.

Design/methodology/approach

Empirical methodology using data on CPA exam candidate characteristics and performance.

Findings

We provide evidence consistent with the belief that circadian rhythms affect CPA exam performance. After controlling for other performance factors, we document lower CPA exam scores and pass rates for those exams begun in the early workday hours or in the afternoon, relative to those exams begun in the late morning.

Research limitations/implications

As is typical with empirical methodology, our findings may be due to factors/variables other than those under consideration.

Practical implications

Insights regarding circadian rhythms can potentially be used to better align rigorous mental tasks with the timing of peak mental performance, thereby yielding better performance by the CPA profession.

Social implications

Among the goals of the CPA profession is the protection of the public. Thus, improved performance by the CPA profession can yield benefits to society at large.

Originality/value

To our knowledge, ours is the first study to explore the possible effect of circadian rhythms on CPA exam performance. Given the high-stakes nature of the exam, we believe our chapter can give exam candidates and practitioners valuable insights about ways to better align rigorous mental tasks with the timing of peak mental performance. This can benefit them both for the CPA exam as well as during their careers.

Citation

Gaynor, G., Lynn, S.A. and Wasternack, O. (2016), "Debits, Credits, and Circadian Rhythms: The Effect of CPA Exam Start Time on Performance", Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 37-60. https://doi.org/10.1108/S1085-462220160000019002