Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students
Abstract
Background Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue.Methods Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction.Results We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students.Conclusion The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students.
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In children, fatigue is associated with poorer school performance.
“Similar deleterious effects are observed in in children, in whom fatigue is associated with poorer school performance [22,23,24].”
From Vitamins and Minerals for Energy, Fatigue and Cognition: A Narrative Review of the Biochemical and Clinical Evidence (2020) · cites this paper as [23]
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- Authors
- Mizuno, K., Tanaka, M., Fukuda, S., Imai-Matsumura, K., & Watanabe, Y.
- Affiliations
- Osaka City University (JP)
- Hyogo University of Teacher Education (JP)
- Corresponding author
- Mizuno, Kei
- Venue
- Brain and Development
- Publisher
- Elsevier BV
- Published
- 2011-06
- Volume
- 33
- Issue
- 6
- Pages
- 470-479
- ISSN
- 0387-7604 (ISSN-L)
- OpenAlex
- W1966830832
- Cited by
- 46
- References
- 49
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 1 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 5 · 2019: 4 · 2018: 2 · 2017: 3 · 2016: 1 · 2015: 2 · 2014: 1 · 2013: 2 · 2012: 5
- FWCI
- 4.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Brain and Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Kanazawa University
- Japan Science and Technology Corporation
- Research Institute of Science and Technology for Society
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and Work-Related Fatigue
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Human Health and Disease
- Keywords
- fatigue, cognitive function, elementary school students, junior high school students, working memory, divided attention, academic performance, Chalder Fatigue Scale
- MeSH terms
- Adolescent, Child, Cognition, Educational Status, Fatigue, Humans, Neuropsychological Tests, Surveys and Questionnaires, Schools, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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