Fatigue depends on age, sex, lesson length and number, time of day, weekday, recesses, holidays, rest, sleep, nature of work, school program, and teacher personality (Offner's laws of fatigue)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1910 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Established findings relate fatigue to age, sex, length and number of lessons, time of day, day of the week, recess timing and length, holidays, vacations, rest, sleep, recuperative agencies, nature of the work, school program arrangement, and teacher personality. → G. M. W 1910

Evidence¶

G. M. W 1910¶

G. M. W. (1910). Abstracts and Reviews: Some Recent Literature upon Fatigue; Studies in Arithmetic. The Journal of Educational Psychology. https://doi.org/10.1037/h0069029

q2 · i? · review · r2

The review describes Offner's discussion of the "laws of fatigue" as showing how much has been established about these dependencies, including school-program and teacher factors; no specific effect sizes are printed.

"the dependence of fatigue upon age, sex, length and number of lessons, time of day, day in the week, time and length of recesses, holidays, and vacations, amount of rest, sleep, and other recuperative agencies"

Discussion¶

Related Claims¶

• Efficiency in the work curve is conditioned by factors beyond fatigue proper: practice, adaptation, preparedness, warming up, spurts, voluntary effort, ennui, and diurnal rhythms (Offner) — related
• Only 22.34% of Chinese school-aged children get sufficient sleep (≥10 hours), while 37.96% have short sleep duration (<9 hours) — related
• Psychological methods of fatigue measurement afford useful average values and reliable information about the course and effect of fatigue (Offner) — related
• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — related
• Elementary school children show substantial day-to-day within-person fluctuations in sleep quality, time in bed, daytime tiredness, and working memory performance — related
• Subjective symptoms are an unreliable measure of fatigue, and physiological tests have not yet yielded a reliable measurement method (Offner) — related
• Studies on the mental fatigue of school children assist in arranging the daily program, including order of subjects and recess periods — a broader claim this one bears on
• Measurement units for changes in learners are essential to an adequate science of education, since most educational practice problems depend on the amount of some change. — related
• Thirty to forty-eight hours of sleep loss produced no greater efficiency loss than the gain due to practice, despite reported feelings of fatigue — related