The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Cognitive fatigue influences students’ performance on standardized tests
Open accessAbstract
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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“An investigation by (Sievertsen et al., 2016) revealed that the time of day was associated with decision fatigue among students taking standardized tests, with students performing poorer as the day progressed.”
Background
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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