RELATIONSHIP BETWEEN MENTAL FATIGUE AND ACADEMIC PERFORMANCE AMONG COLLEGE STUDENTS

Objective: To examine the correlation between academic performance and mental fatigue levels among undergraduate physiotherapy students, utilizing the Mental Fatigue Scale (MFS) as the primary outcome measure. Academic success in physioth Background: erapy programs demands sustained cognitive effort, practical engagement, and emotional resilience. Prolonged academic stress may contribute to mental fatigue, potentially impairing cognitive functions such as memory, attention, and decision-making. Understanding the relationship between mental fatigue and academic performance could help in developing strategies to support student well-being and optimize academic outcomes. A cross- Methods: sectional study was conducted among undergraduate physiotherapy students. Participants completed the Mental Fatigue Scale (MFS), a validated tool assessing symptoms such as concentration difficulties, mental recovery time, sensitivity to stress, and emotional lability. Academic performance was assessed via cumulative grade point average (CGPA). Pearson's correlation coefficient was used to analyse the relationship between MFS scores and academic performance. Preliminary findings indicate a statistically significan Results: t negative correlation between mental fatigue and academic performance (r = -0.43, p < 0.01), suggesting that higher levels of mental fatigue are associated with lower academic achievement. Further subgroup analysis showed that senior-year students reported higher mental fatigue scores compared to juniors, indicating a cumulative effect of academic pressure over time. The study highlights a moderate inverse relationship Conclusion: between mental fatigue and academic performance among undergraduate physiotherapy students. These findings underscore the importance of early interventions and mental health support systems to manage fatigue and improve educational outcomes in health science education.