How does caffeine effect student’s Academic Performance?
Tammie Trinh, March, 14, 2015, Yichen Zheng
Many college students do not get enough sleep at night, and they often resort to caffeine in order to stay awake. Caffeine has many benefits on students’ academic performances, but it also has its negative side effects. The purpose of this literary review is to inform readers about the effects of caffeine on student’s academic performance. Since caffeine is a psychoactive stimulant drugs, it results in stimulant effects such as alertness and awareness. Caffeine prevents the neuromodulator adenosine from attaching to the receptor sites on the surface of the cells, therefore, adenosine is unable to regulate and inhibit in the central nervous …show more content…
By using a perception question of mean (±SE) ratings, certain behavior functions and mood state levels are found. The results show that the students were more awake (P=0.01), alert (P=0.05), and energetic (P=0.02) after consuming 100 mg of caffeine. It also benefits students by increasing concentration levels (P=0.01). The results also give negative effects on caffeine consumptions because it makes the students feel less creative (P=0.12) and efficient (P=0.29), and it increases their anxious levels (P=0.03). This study show there are both positive and negative effects from caffeine. (Peeling, Dawson, …show more content…
The study tests different levels of caffeine in 4 different amounts (0 mg, 100 mg, 200 mg, and 400 mg) using two sample groups (low caffeine consumers vs high caffeine consumers). The participants are both given proofreading tasks from simple to complex global errors. In both sample groups, the participants show higher complex global error detection and repair rates at 200 mg to 400 mg. This proves caffeine benefits student’s academic performance. By intergrading local and global level information, this allows increase repair and detection of syntactic errors; this supports the idea that global language processing is due to the activation of the arousal-induced right hemisphere. For low caffeine consumers, results show that there is a significantly higher error detection in 200 mg of caffeine versus its control group, 0 mg. The results show that there is a 0.8 mean complex global detection at 200 mg compared to 0.67 mean complex global detection for 0 mg show a 0.13 mean difference in the two. Studies also show that too much caffeine for low caffeine consumers is not a good idea. The data shows that the complex global detection decreased from 0.8 mean (200 mg) to 0.75 mean (400 mg). This validates that caffeine is good for low caffeine consumers only in moderations. (Brunye 2012) The results are opposite for
Tammie Trinh, March, 14, 2015, Yichen Zheng
Many college students do not get enough sleep at night, and they often resort to caffeine in order to stay awake. Caffeine has many benefits on students’ academic performances, but it also has its negative side effects. The purpose of this literary review is to inform readers about the effects of caffeine on student’s academic performance. Since caffeine is a psychoactive stimulant drugs, it results in stimulant effects such as alertness and awareness. Caffeine prevents the neuromodulator adenosine from attaching to the receptor sites on the surface of the cells, therefore, adenosine is unable to regulate and inhibit in the central nervous …show more content…
By using a perception question of mean (±SE) ratings, certain behavior functions and mood state levels are found. The results show that the students were more awake (P=0.01), alert (P=0.05), and energetic (P=0.02) after consuming 100 mg of caffeine. It also benefits students by increasing concentration levels (P=0.01). The results also give negative effects on caffeine consumptions because it makes the students feel less creative (P=0.12) and efficient (P=0.29), and it increases their anxious levels (P=0.03). This study show there are both positive and negative effects from caffeine. (Peeling, Dawson, …show more content…
The study tests different levels of caffeine in 4 different amounts (0 mg, 100 mg, 200 mg, and 400 mg) using two sample groups (low caffeine consumers vs high caffeine consumers). The participants are both given proofreading tasks from simple to complex global errors. In both sample groups, the participants show higher complex global error detection and repair rates at 200 mg to 400 mg. This proves caffeine benefits student’s academic performance. By intergrading local and global level information, this allows increase repair and detection of syntactic errors; this supports the idea that global language processing is due to the activation of the arousal-induced right hemisphere. For low caffeine consumers, results show that there is a significantly higher error detection in 200 mg of caffeine versus its control group, 0 mg. The results show that there is a 0.8 mean complex global detection at 200 mg compared to 0.67 mean complex global detection for 0 mg show a 0.13 mean difference in the two. Studies also show that too much caffeine for low caffeine consumers is not a good idea. The data shows that the complex global detection decreased from 0.8 mean (200 mg) to 0.75 mean (400 mg). This validates that caffeine is good for low caffeine consumers only in moderations. (Brunye 2012) The results are opposite for