Cognitive flexibility in healthy students is affected by fatigue: An experimental study

Self-perceived Problems in Sleeping and in Self-control Are Related to First Year Study Success in Higher Education

“…Institutions should also create awareness of the effects that sleep might have on study success, and provide tools to foster students' own literacy and to support self-help in both sleeping problems, and SCSM. Cognitive fatigue may also be an important factor to consider, especially given the fact that fatigue develops when self-regulation and planning behavior, as well as cognitive flexibility-i.e., important EFs-are compromised (Plukaard et al, 2015). This is the first study into the combined effect of self-perceived EFs and sleep on study success, and the interaction effect that was found adds to the current body of knowledge.…”

“…This is particularly true for the relationship with SCSM. The mechanism through which these important EFs and sleep exert their influence on learning performance in higher education is probably related to cognitive fatigue (Plukaard et al, 2015), since insufficient self-control in the student requires cognitive effort. More cognitive effort and "controlled processing" are needed when the student is fatigued because of prolonged suboptimal sleep.…”

“…More cognitive effort and "controlled processing" are needed when the student is fatigued because of prolonged suboptimal sleep. This costs time and effort, which might lead to a vicious circle, and thereby a lower study performance than is possible given the intelligence of the student (Plukaard et al, 2015). Thus, especially when the major neuropsychological skills, which fall under the umbrella of the EF are underdeveloped, low sleep quality is a significant risk factor for poor academic performance.…”

“…More specifically, these abilities, such as the regulation of attention, planning, and self-control, otherwise described as "EFs, " are important for academic performance (Zimmerman, 2000(Zimmerman, , 2001Shaw et al, 2008;Beauchamp and Anderson, 2010;Giedd and Rapoport, 2010;Diamond, 2013). In the past decade, numerous studies have shown that even late adolescents (aged 17 years and over) are characterized by ongoing development of their EFs (e.g., Veroude et al, 2012Veroude et al, , 2013Crone and Dahl, 2012;Plukaard et al, 2015). Additionally, a recent study showed that students who perceived their EFs to be quite well developed at the start of the first year (aged 17 years and over) of their studies obtained more study credits at the end of that year than students with a lower EF self-rating (Baars et al, 2015).…”

An Electromyographic Analysis of the Effects of Cognitive Fatigue on Online and Anticipatory Action Control

“…These changes are sometimes referred to as fatigability. Many cognitive processes can be disrupted as cognitive flexibility (Plukaard et al, 2015 ) or planning (Lorist et al, 2000 ; van der Linden et al, 2003 ), which can interfere with the ability to adapt to unexpected situations. Overall, the proper functioning of cognitive control processes appears to be impaired (Lorist and Faber, 2011 ).…”