Cognitive Fatigue, Self-Regulation, and Academic Performance: A Physiological Study (FRAPS)

Nanyang Technological University

Status

Enrolling

Conditions

Cognitive Fatigue

Mental Fatigue

Heart Rate Variability

Self-regulation

Skin Conductance

Academic Performance

Behavioral Performance

Treatments

Other: Fatigue Manipulation

Other: Baseline

Study type

Interventional

Funder types

Other

Identifiers

COT-V4-2020-1-S003

Details and patient eligibility

About

This study aims to examine the relationship among cognitive fatigue, self-regulation, and academic performance.

Full description

Sievertsen et al. (2016) have demonstrated that standardised test performance decreased with every hour later in the day and increased after a break. Hence, we hypothesise that standardised test performance would vary as a function of physiological response during cognitive fatigue. 2) Martin et al. (2019) found that those who participate in more self-regulatory activity were less susceptible to the effects of cognitive fatigue. Hence, we hypothesise that greater self-regulation may moderate the relationship between cognitive fatigue and standardised test performance. Individual differences (i.e., age, gender, caffeine and food intake, body mass index, skin temperature, sleep quality, depression, anxiety, stress, baseline physiology and behavioural performance) will be examined and accounted for.

Enrollment

162 estimated patients

Sex

All

Ages

18 to 35 years old

Volunteers

Accepts Healthy Volunteers

Inclusion criteria

Exclusion criteria

Individuals with hearing difficulties or failing to meet the minimal threshold for normal hearing
Individuals with a history of ear, developmental, neurological, or psychiatric disorder