Apathy and fatigue are associated with diminished academic functioning among university students aged 30 - 50

Motivation is critical to successful academic functioning. A growing body of evidence details how motivation evolves throughout the lifetime, yet middle adulthood is rarely examined. Here we examined how trait apathy and fatigue, both of which manifest in diminished motivation, relate to academic functioning among university students aged 30 – 50. 332 students completed trait apathy and fatigue scales, measures of academic functioning (autonomous motivation, controlled motivation, study engagement, study effort, academic stress, dropout intentions, academic performance, and study satisfaction), and measures of family, household, work-related factors. Apathy and fatigue were related to almost all academic measures, yet apathy was more closely linked to academic functioning; in particular autonomous motivation, study engagement, and study satisfaction. Our findings suggest that apathy is an important and likely overlooked factor in understanding academic functioning, at least among university students aged 30 – 50.