Mental Fatique in Academic Related Context
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This study aims to examine definitions, scope, and concepts of study mental fatigue as well as to identify gaps of existing literature. The study sample consists of empirical researches related to study fatigue within the past 20 years; eight studies (out of 1,345 studies) met inclusion criteria. Findings revealed that study mental fatigue, which was occasionally termed ‘cognitive fatigue’, was referred to the fatigue resulted from the use of the cognitive brain without stopping. This type of mental fatigue could be conceptualized applying two principles: (1) Cognitive Information Processing Theory and (2) Cognitive Load Theory. Moreover, previous studies indicated that everyone could experience mental fatigue. For the context of studying, it was the fatigue resulted from prolonged use of brain cognitive functions such as learning, taking examination, memorizing, and analyzing. This induced brain fatigue which led to slower thinking process, poorer work performance, and making more mistakes which may eventually affect other areas. There are some significant gaps in this study: lack of knowledge of the characteristics and key components of mental fatigue, specifically those related to studying; lack of knowledge of factors relating to mental fatigue in such area. Accordingly, it is recommended that the future study should investigate these issues. Also, approaches to manage and ease mental fatigue that suit Thai educational context should also be investigated to improve students’ academic performance.
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