The Relationship Between Stress, Fatigue, and Cognitive Functioning
There is a plethora of research suggesting that daily stressors and fatigue can have a significant effect on learning and various cognitive functions in young adults. Little is known, however, about how these effects impact learning and other neurocognitive functions in students with
learning challenges when compared to their counterparts without learning difficulties. In the present study, a total of 60 college-aged students completed an extensive battery of neurocognitive functioning and learning including measures of fatigue, stress, executive functioning, working memory,
and scholastic ability. The results indicated that fatigue and perceived stress had significant negative effects on participants' learning and cognitive performance and that these two factors (i.e., fatigue and stress) remain underestimated factors in learning. Future directions and implications
are discussed in the context of the current findings.
Keywords: Stress; cognition; fatigue; learning
Document Type: Research Article
Publication date: 01 March 2014
College Student Journal publishes original investigations and theoretical papers dealing with college student values, attitudes, opinions, and learning. Topics include the areas of undergraduate, graduate, and professional schools, and may also include selected contributions dealing with college preparation.
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