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Cognitive fatigue influences students’ performance on standardized tests
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Using test data for all children attending Danish public schools between school years 2009/10 and 2012/13, we examine how the time of the test affects performance. Test time is determined by the weekly class schedule and computer availability at the school. We find that, for every hour later in the day, test performance decreases by 0.9% of an SD (95% CI, 0.7-1.0%). However, a 20- to 30-minute break improves average test performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findings have two important policy implications: First, cognitive fatigue should be taken into consideration when deciding on the length of the school day and the frequency and duration of breaks throughout the day. Second, school accountability systems should control for the influence of external factors on test scores.
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“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 [22]
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Mayo-Saalwaechter, A., Clary, R. M., Nagel, A. O., & Haney, C. R. (2026) · Journal of Geoscience Education · doi:10.1080/10899995.2026.2663539
“Students could have been experiencing what is known as “cognitive fatigue,” or lowered motivations that can influence students to be unable to ignore classroom distractions and can even lead to improper information processing (Sievertson et al., 2016).”
Khadiga, A.-E. G. G. H., & Manal, M. A. A. (2021) · International Journal of Health Sciences · doi:10.53730/ijhs.v5ns2.15967
“Conversely, the findings of the present study differ from those reported by Sievertsen et al. (2016), who identified low nursing compliance and dissatisfaction following implementation of lengthy text-based wound documentation systems that increased administrative burden.”
Abuaitah, G., Rajbhandari, P., Belletti, C., Buterbaugh, P., Coulson, M., Yeboah, F., & Hall, I. (2026) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3803400.3809402
“We also believe that limited performance gains may have been a direct result of test fatigue [16], as students had already completed substantial portions of the assessment and emulator training.”
Digital reading, analog foundations: reading literacy in the digital age
Swaby, J. N., & von Davier, M. (2026) · Large-scale Assessments in Education · doi:10.1186/s40536-026-00308-8
“However, the difference may be explained by the fact that one correlation (INF-LIT) is based on a single test session, whereas the other is based on two consecutive testing sessions (e.g., Pope & Fillmore, 2015; Sievertsen et al., 2016).”
An, M., Mehrvarz, M., Stec, H., Kahveci, E. N., Stamper, J. C., & McLaren, B. M. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-37979-5_1
Tapp, Z. M., Beales, J. T., Yiadom, S. A., Sardesai, S. D., Williams, N. O., Gatti-Mays, M. E., Stover, D. G., Sudheendra, P. K., Dawson, E., Wesolowski, R., et al. (2026) · Brain Behavior and Immunity · doi:10.1016/j.bbi.2026.107089
Metadata
- Authors
- Sievertsen, H. H., Gino, F., & Piovesan, M.
- Affiliations
- Danish National Centre for Social Research (DK)
- Harvard Business School, Harvard University, Boston, MA 02163;
- University of Copenhagen (DK)
- Venue
- Proceedings of the National Academy of Sciences
- Publisher
- National Academy of Sciences
- Published
- 2016-02-16
- Volume
- 113
- Issue
- 10
- Pages
- 2621-2624
- ISSN
- 0027-8424 (ISSN-L)
- 1091-6490
- PMC
- PMC4790980
- OpenAlex
- W2281113764
- Cited by
- 194
- References
- 25
- Citations by year
- 2026: 16 · 2025: 24 · 2024: 28 · 2023: 17 · 2022: 28 · 2021: 12 · 2020: 16 · 2019: 25 · 2018: 16 · 2017: 7 · 2016: 5
- FWCI
- 81.37
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Proceedings of the National Academy of Sciences (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Research at the University of Copenhagen (University of Copenhagen) (publishedVersion, other-oa)
- Bristol Research (University of Bristol) (publishedVersion, other-oa)
- Explore Bristol Research (submittedVersion, other-oa)
- Funders
- Danmarks Frie Forskningsfond (09-070295)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- mental fatigue, standardized test performance, school holidays, school day length, computer availability, school accountability, academic performance, Danish public schools
- MeSH terms
- Achievement, Algorithms, Child, Cognition, Denmark, Educational Measurement, Mental Fatigue, Humans, Learning, Models, Theoretical, Schools, Students
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