ArticleEuropean journal of investigation in health, psychology and education2025
The Impact of Health Status, Chronic Conditions, and Mental Fatigue on College Students' Grade Expectations in Online Courses.
Article in European journal of investigation in health, psychology and education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Mental Fatigue in High School Students Through Spanish Physical Education Teachers' Perceptions of Causes, Consequences, and Reduction Strategies: A Survey Study.Healthcare (Basel, Switzerland) · 2026Article
- The Impact of Coursework Demand and Learning Engagement on Mental Fatigue in Online College Students.International journal of environmental research and public health · 2025Article
- The Role of Fatigue in the Relationship Between Sleep and Concentration Among Online College Students.International journal of environmental research and public health · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study explores the impact of mental fatigue, health status, and chronic conditions on college students' grade expectations in online courses. Data were gathered from 418 undergraduate students through an online survey assessing mental fatigue and other relevant variables. Path analysis was used to examine the relationships between these variables and the proposed research model. Key findings revealed that mental fatigue had a significant negative direct effect on expected grades, indicating that higher mental fatigue was associated with lower grade expectations. Health status demonstrated a positive indirect effect on grade expectations by negatively impacting mental fatigue. Chronic conditions had a significant negative direct impact on expected grades and a significant negative direct impact on health status, but no direct significant impact on mental fatigue. These results emphasize the critical need for comprehensive support services that address mental fatigue and health conditions to enhance student well-being and academic progress and performance in online learning environments. Additionally, the findings suggest the need for inclusive course designs that minimize cognitive overload and provide flexible support for students with chronic conditions.
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Registered trials
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