The Brain Fag Syndrome and Its Associations: A Study Among Students of Bayero University Kano
DOI:
https://doi.org/10.60787/tnhj.v24i2.813Keywords:
Brain Fag Syndrome, Prevalence, Anxiety, Somatic Symptoms, School Burnout, Academic PerformanceAbstract
Background: Brain Fag Syndrome (BFS), first identified among students in Western Nigeria, has sparked debate regarding its classification and links to anxiety and depression. This study, conducted at Bayero University Kano, explores the prevalence and associations of BFS among third-year undergraduates using a descriptive cross-sectional approach.
Method: The study involved 700 third-year undergraduate students at Bayero University Kano, selected through multistage sampling. Data was collected quantitatively via a structured questionnaire covering socio-demographics, validated scales, and an open-ended section on stimulant use. An introductory cover letter assured participants of anonymity. Data analysis, conducted using IBM SPSS Statistics, incorporated descriptive and inferential statistical tests to reveal associations and patterns.
Result: The study found a 67.2% prevalence of BFS among Bayero University students, highlighting its significance as a psychological concern in this academic environment. Contrary to conventional expectations, a negative association between BFS and study-related anxiety was observed, suggesting a more complex relationship. No significant link was found between the syndrome and stimulant use. However, BFS was positively associated with somatic symptoms and school burnout. The prevalence of BFS was also influenced by faculty-specific and course-specific factors.
Conclusion: Brain Fag Syndrome extends beyond academic difficulties, involving anxiety, somatic symptoms, and burnout. Tailored interventions are essential to support affected students. The unexpected negative link to test anxiety requires further exploration. Recognizing the cognitive, emotional, and somatic dimensions of BFS is crucial for providing holistic support to students, given the syndrome's impact on academic performance.
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