Cognitive Fatigue and the Wellbeing and Academic Attainment of University Students

Background: Effects of cognitive fatigue have been widely studied in operational settings and in working populations. Less is known about the effects of cognitive fatigue on the well-being and academic attainment of university students and the present study aimed to provide information on this topic.

Methodology: The study was carried out with the approval of the Ethics Committee, School of Psychology, Cardiff University, and with the informed consent of the volunteers. It was carried out in December and January and participants completed an online survey presented using the Qualtrics package and gave consent for access to their coursework and examination marks. Students completed an online version of the Student Well-being Process Questionnaire. This measured both positive aspects of well-being (happiness, life satisfaction and positive affect) and negative aspects (stress, anxiety, depression and negative affect). It also measured established predictors of well-being (personality, social support, stressors and coping) which were controlled for in the analyses. Grade Point Average scores were also available for the participants and again established predictors of these (previous academic attainment; conscientiousness) were also recorded. Mental fatigue was measured using a single question with a 10-point rating scale. Three hundred and thirteen students completed the study.

Results: The results showed that higher mental fatigue was associated with reduced well-being and lower academic performance. These results remained significant when the established predictors were included in the analyses.

Conclusion: Mental fatigue is associated with reduced wellbeing and lower academic attainment in university students. Further research is now required to identify the causes of cognitive fatigue and to evaluate methods of prevention and management.