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 challe...
| Publicado en: | College Student Journal Vol. 47; no. 2; pp. 312 - 326 |
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| Formato: | Artículo |
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Project Innovation Austin LLC
Summer2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=88413461&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 88413461 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Summer2013 vid: 47 iid: 2 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 88413461 ppf: 312 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1MB tig: atl: THE RELATIONSHIP BETWEEN STRESS, FATIGUE, AND COGNITIVE FUNCTIONING. aug: au: PALMER, LAURA K. affil: Seton Hall University, Dept of Professional Psychology and Family Therapy su: Psychology of learning People with learning disabilities Fatigue (Physiology) Young adult psychology Psychological stress Cognition Executive function Short-term memory Academic ability Psychology sug: subj: Psychology of learning People with learning disabilities Fatigue (Physiology) Young adult psychology Psychological stress Cognition Executive function Short-term memory Academic ability Psychology keyword: cognition fatigue learning Stress ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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