Busyness & Cognition in Undergraduate Students: End-of-Semester Versus Beginning-of-Semester Cognitive Performance

We assessed busyness, stress, long-term memory, working memory, and executive functioning within-participants at both the beginning- and end-of-the-semester. Contrary to hypotheses, there were no significant differences in busyness or stress at the beginning-/end-of-the-semester. This may explain why cognition was also stable. Only word recognition exhibited improvements at the end-of-the-semester.