Title: Job Demands And Its Impact On Level Of Mental Fatigue Among Students In Ugandan Private Universities. Case Of Kampala International University And Victoria University
Authors: Tumuranzye Methodius, Ass. Prof E.O Oladunmoye, Dr Aloysius Tumukunde
Volume: 8
Issue: 7
Pages: 361-371
Publication Date: 2024/07/28
Abstract:
This study investigates the relationships between academic, financial, and social demands and mental fatigue, with a focus on how these relationships might vary according to demographic and contextual factors. Hypotheses 1a and 1b examine the correlation between academic and financial demands, respectively, and mental fatigue. The study demonstrated a strong positive correlation between academic demands and mental fatigue, with a Pearson correlation coefficient of 0.650, indicating that as academic demands increase, so does mental fatigue. This correlation is statistically significant with a p-value of 0.000, confirming the robustness of this relationship. Similarly, Table 2 presents a Pearson correlation coefficient of 0.569 between financial demands and mental fatigue, also statistically significant at the 0.01 level, suggesting that higher financial demands are associated with increased mental fatigue. Further analysis in Table 3, which applies logistic regression, explores the predictive power of academic and financial demands on mental fatigue while controlling for confounders. The results reveal that academic demands significantly predict higher mental fatigue, with a coefficient of 0.65 and an odds ratio of 1.910, while financial demands also significantly predict mental fatigue, with a coefficient of 0.75 and an odds ratio of 2.117. These findings indicate that both academic and financial demands substantially contribute to the likelihood of experiencing mental fatigue. Table 4 expands on these findings by incorporating additional variables such as social demands, age, gender, and study hours into the regression model. It confirms that academic demands (coefficient = 0.40), financial demands (coefficient = 0.35), and social demands (coefficient = 0.30) are significant predictors of mental fatigue, while age and study hours also show statistically significant relationships with mental fatigue. Gender does not significantly affect mental fatigue, highlighting that the impact of academic, financial, and social demands on mental fatigue remains consistent across genders. Table 5 presents a logistic regression analysis that includes all previously discussed variables to further investigate the relationships among academic, financial, and social demands, gender, age, and study hours with mental fatigue. The results show that academic demands (odds ratio = 1.822), financial demands (odds ratio = 1.648), and social demands (odds ratio = 1.419) are significant predictors of mental fatigue, while age (odds ratio = 1.051) and study hours (odds ratio = 1.161) also contribute to the likelihood of mental fatigue. Gender remains a non-significant predictor, underscoring its limited impact on mental fatigue compared to other variables. Universities and educational institutions should establish comprehensive support services to help students manage academic demands. This could include tutoring programs, academic counseling, and stress management workshops designed to alleviate the pressure associated with rigorous academic schedules