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

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

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

1) 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.

Inclusion Criteria:

• Singapore-based
• Non-clinical
• 18-35years

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