Trends in Neuroscience and Education最新文献

Among well-being, cognitive, metacognitive and socio-emotional skills, executive functions best explain SES–achievement inequalities 在幸福感、认知、元认知和社会情感技能中，执行功能最能解释ses -成就不平等

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-01-10 DOI: 10.1016/j.tine.2026.100277

Margot Rémeau , Grégoire Borst

Socioeconomic disparities in academic achievement intensify during secondary school, yet the mechanisms driving these inequalities remain debated. This study examined whether transversal factors—executive functions, reasoning ability, metacognition and socio-emotional skills—and the related construct of subjective well-being mediate the association between socioeconomic status (SES) and academic performance. Data were drawn from two large, nationally representative cohorts of French students in Grade 6 (N = 1684) and Grade 8 (N = 1667). Multigroup structural equation modeling revealed that SES predicted academic performance, with gaps widening from Grade 6 to 8. Executive functions consistently emerged as the strongest mediator, accounting for 22% of the total SES–achievement association in Grade 6 and 17% in Grade 8. Reasoning ability also mediated this effect in Grade 6 but not in Grade 8. Metacognition, socio-emotional skills and subjective well-being did not mediate the relation between SES and academic achievement when controlling for all other mediators. Our results indicate that educational inequalities observed in middle school are partly associated with differences in students’ executive functions linked to family SES.

在中学阶段，学业成就方面的社会经济差异加剧，但导致这些不平等的机制仍存在争议。本研究考察了横向因素——执行功能、推理能力、元认知和社会情感技能——以及主观幸福感的相关构念是否介导了社会经济地位（SES）与学业成绩之间的关系。数据来自两组具有全国代表性的法国六年级（N = 1684）和八年级（N = 1667）学生。多组结构方程模型显示，在6年级到8年级之间，SES对学习成绩的预测差距越来越大。执行功能始终是最强的中介，占六年级ses -成就总关联的22%和八年级的17%。推理能力在六年级也有中介作用，而在八年级没有中介作用。在控制所有其他中介因素的情况下，元认知、社会情感技能和主观幸福感并没有中介社会地位与学业成就之间的关系。我们的研究结果表明，在中学阶段观察到的教育不平等与学生执行功能的差异部分相关，这些差异与家庭经济地位有关。

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引用次数: 0

The emerging submission crisis in behavioral science 行为科学中正在出现的服从危机

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2026-01-09 DOI: 10.1016/j.tine.2026.100276

Markus Wolfgang Hermann Spitzer

The scientific system currently faces several challenges, such as paper mills, citation manipulation, and discussions about reforming the peer review process. In this opinion paper, I argue that an additional, largely overlooked problem is emerging: a sharp increase in annual manuscript submissions that exceeds editors’ and reviewers’ capacity to evaluate scientific work with sufficient care. Based on personal observations and conversations conducted in 2025, I describe a substantial rise in submissions to individual journals, despite the rapid emergence of new journals. I outline several factors that have accelerated the pace of behavioral science research, including advances in the automation of behavioral science, the growing availability of large real-world datasets, and the widespread adoption of large language models for writing manuscripts. I argue that the current submission crisis is driven primarily by the latter, resulting in a growing number of polished-looking submissions that provide little empirical evidence and place increasing strain on editors and reviewers. I discuss the implications of rising submission volumes for editors, reviewers, and early-career researchers and distinguish between a present submission crisis characterized by superficial contributions and a potential future crisis driven by actually accelerated scientific progress due to the automation of behavioral science. I hope that this opinion paper will spark discussions and research on this topic, eventually providing new solutions, such as the adoption of artificial intelligence tools to support workflows for editors and reviewers.

科学体系目前面临着一些挑战，如造纸厂、引文操纵和关于改革同行评议过程的讨论。在这篇观点论文中，我认为一个额外的，很大程度上被忽视的问题正在出现：每年提交的手稿急剧增加，超出了编辑和审稿人足够谨慎地评估科学工作的能力。根据个人观察和在2025年进行的谈话，我描述了尽管新期刊迅速出现，但提交给单个期刊的论文数量大幅增加。我概述了加速行为科学研究步伐的几个因素，包括行为科学自动化的进步，大型现实世界数据集的日益可用性，以及用于撰写手稿的大型语言模型的广泛采用。我认为当前的提交危机主要是由后者驱动的，导致越来越多的表面光鲜的提交几乎没有提供经验证据，并给编辑和审稿人带来越来越大的压力。我讨论了不断增长的投稿量对编辑、审稿人和早期职业研究人员的影响，并区分了当前以肤浅贡献为特征的投稿危机和由于行为科学自动化而实际加速的科学进步所驱动的潜在未来危机。我希望这篇意见论文能够激发关于这个主题的讨论和研究，最终提供新的解决方案，比如采用人工智能工具来支持编辑和审稿人的工作流程。

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引用次数: 0

Task-dependent neural effects of physical exercise: A systematic review and meta-analysis of functional magnetic resonance imaging studies 体育锻炼的任务依赖神经效应：功能磁共振成像研究的系统回顾和荟萃分析

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-10-30 DOI: 10.1016/j.tine.2025.100274

Geng Li , Yang Liu , Chenzhen Liu , Huazhi Li , Wenhua Tang , Antao Chen

Background

Physical exercise enhances cognition, likely through neuroplasticity. Whether exercise induces domain-specific brain changes according to cognitive task demands remains unclear.

Method

An Activation Likelihood Estimation (ALE) meta-analysis of 34 Functional Magnetic Resonance Imaging (fMRI) studies was conducted, categorizing studies by task type.

Results

Physical exercise increased precuneus activation, supporting a domain-general effect. Subgroup analyses revealed task-specific changes: executive tasks showed increased cingulate activation and decreased superior temporal and cerebellar activation, while low-control tasks showed increased precuneus, cuneus, and precentral activation with decreased fusiform and parahippocampal activation.

Conclusion

This meta-analysis demonstrates that physical exercise enhances task-related brain activation in domain-general hub regions such as the precuneus, while also exerting task-dependent effects in regions associated with motor and executive control. These findings suggest that physical exercise promotes both general and task-specific neural adaptations that may underlie its cognitive benefits.

体育锻炼可能通过神经可塑性增强认知能力。运动是否会根据认知任务需求诱发特定领域的大脑变化尚不清楚。方法对34项功能磁共振成像（fMRI）研究进行激活似然估计（ALE）荟萃分析，按任务类型对研究进行分类。结果体育锻炼增加了楔前叶的激活，支持域一般效应。亚组分析揭示了任务特异性的变化：执行任务显示扣带激活增加，颞上和小脑激活减少，而低控制任务显示楔前叶、楔前叶和中央前激活增加，梭状回和海马旁激活减少。结论本荟萃分析表明，体育锻炼增强了楔前叶等脑域总枢纽区域的任务相关脑激活，同时也在运动和执行控制相关区域发挥任务依赖效应。这些发现表明，体育锻炼可以促进一般和特定任务的神经适应，这可能是其认知益处的基础。

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引用次数: 0

Prevalence of educational myths among Ecuadorian teachers 教育神话在厄瓜多尔教师中的流行

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-10-10 DOI: 10.1016/j.tine.2025.100273

Jimmy Zambrano R․ , Johanna Chaguay , José Mayorga , Paul A. Kirschner , Walter Parra , Angélica Lazo

Background

Neuromyths, misconceptions about the brain and learning, persist among educators worldwide and may negatively influence teaching practices. In Latin America, and specifically in Ecuador, empirical evidence on their prevalence among in-service teachers remains scarce.

Objective

This study examined the prevalence of neuromyths and instructional misconceptions among Ecuadorian in-service teachers and how these beliefs relate to their general brain knowledge.

Methods

A survey was administered to 2193 in-service teachers from Ecuador. It included 17 items on general brain knowledge, 12 neuromyths, and 10 myths about learning and instruction. Multiple linear regressions were conducted to identify demographic factors and other predictors of myth endorsement.

Results

On average, participants answered 59.60% of brain knowledge items correctly. However, they endorsed 61.94% of neuromyths and 60.69% of instructional myths. The most prevalent neuromyths included beliefs in multiple intelligences, enriched environments for preschool brain development, perceptual-motor coordination exercises, and left-/right-brain dominance. Instructional misconceptions such as discovery learning, digital natives, the learning pyramid, motivation-driven learning, and learning styles were also highly endorsed. Interestingly, greater brain knowledge predicted more belief in neuromyths, but less belief in instructional myths.

Conclusions

Despite widespread interest in neuroscience and its perceived relevance for teaching, a large proportion of Ecuadorian in-service teachers continue to endorse misconceptions. These findings reveal significant shortcomings in-service teacher education and underscore the need for explicitly structured professional development that incorporates core instructional theories, educational neuroscience, and targeted strategies to identify and refute common educational misconceptions.

神经神话，即关于大脑和学习的误解，在世界各地的教育工作者中持续存在，并可能对教学实践产生负面影响。在拉丁美洲，特别是在厄瓜多尔，关于在职教师中普遍存在这种情况的经验证据仍然很少。目的本研究调查了厄瓜多尔在职教师中普遍存在的神经神话和教学误解，以及这些信念与他们的一般大脑知识之间的关系。方法对厄瓜多尔2193名在职教师进行问卷调查。它包括17个关于一般大脑知识的项目，12个神经神话，10个关于学习和教学的神话。采用多元线性回归来确定人口统计学因素和神话认可的其他预测因素。结果平均正确率为59.60%。然而，他们认同61.94%的神经神话和60.69%的教学神话。最普遍的神经学神话包括多元智能、丰富的学前大脑发育环境、感知运动协调练习和左右脑优势。发现学习、数字原住民、学习金字塔、动机驱动学习和学习风格等教学误解也得到了高度认可。有趣的是，更多的大脑知识预示着更多人相信神经神话，但更少人相信教学神话。结论：尽管人们对神经科学及其与教学的相关性有广泛的兴趣，但很大一部分厄瓜多尔在职教师仍然赞同错误的观念。这些发现揭示了在职教师教育的重大缺陷，并强调了明确结构化的专业发展的必要性，包括核心教学理论、教育神经科学和有针对性的策略，以识别和驳斥常见的教育误解。

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引用次数: 0

The role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students 弹性应对在大学生特质情商与学业动机之间的中介作用

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-10-04 DOI: 10.1016/j.tine.2025.100272

Sara González-Yubero , Raquel Palomera , Marta Mauri , Carolina Falcón

Introduction

The lack of motivation among university students has become a key challenge in the current European Higher Education Area, reflected in high dropout rates and low academic performance. The aim of this study is to analyze the direct and indirect relationships between emotional intelligence, resilient coping, and academic motivation in university students. These three variables are relevant as they facilitate adaptation to academic and social challenges, enhancing students' performance and overall well-being.

Method

Questionnaires assessing EI, resilient coping, and academic motivation were administered to 693 education students with an average age of 19.65 years (SD = 2.8). Descriptive analyses, Pearson correlation analyses, and mediation models using structural equations were performed.

Results

The results suggest that resilient coping is a partial mediator in the relationship between EI and academic motivation, indicating that students with higher emotional skills tend to employ more effective coping strategies, which reinforces their intrinsic motivation toward learning. On the other hand, resilient coping was a partial mediator in the relationship between emotional repair and academic amotivation.

Conclusions

From a neuroscience perspective, emotional intelligence involves key processes such as self-regulation, attention, and executive control, which are fundamental for learning and academic performance. In this context, the findings of this study highlight the importance of integrating emotional intelligence development into curriculum design, not only to enhance well-being but also to promote resilient coping and strengthen academic motivation.

大学生缺乏学习动力已经成为当前欧洲高等教育区面临的主要挑战，这反映在高辍学率和低学习成绩上。摘要本研究旨在探讨大学生情绪智力、弹性应对与学业动机之间的直接和间接关系。这三个变量是相关的，因为它们有助于适应学术和社会挑战，提高学生的表现和整体福祉。方法对693名平均年龄19.65岁（SD = 2.8）的教育学生进行情商、弹性应对和学习动机问卷调查。描述性分析、Pearson相关分析和使用结构方程的中介模型。结果弹性应对在情商与学业动机的关系中起部分中介作用，表明情绪技能越高的学生倾向于采用更有效的应对策略，从而增强了他们的内在学习动机。另一方面，弹性应对在情绪修复与学业动机的关系中起部分中介作用。从神经科学的角度来看，情商涉及自我调节、注意力和执行控制等关键过程，这些都是学习和学业表现的基础。在此背景下，本研究的结果强调了将情商发展融入课程设计的重要性，不仅可以提高幸福感，还可以促进弹性应对和加强学习动机。

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引用次数: 0

Effects of solving contextualized physics problems among men and women: A psychophysiological approach. 解决情境化物理问题对男性和女性的影响：心理生理学方法。

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-09-01 Epub Date: 2025-08-05 DOI: 10.1016/j.tine.2025.100268

Isaac Bouhdana, Patrick Charland, Hugo G Lapierre, Lorie-Marlène Brault Foisy, Geneviève Allaire-Duquette, Patrice Potvin, Steve Masson, Martin Riopel, Pierre-Majorique Léger, Shang Lin Chen

Introduction: This study investigates the psychophysiological effects of contextualized physics problems during the problem's solving stage, expanding upon earlier findings (Bouhdana et al., 2023) on the problem's reading stage.

Methods: Participants (university students, both men and women) solved problems presented in three contexts - no context, technical, and humanistic - while measures of cognitive (pupillometry, EEG) and affective (electrodermal activity, valence) situational interest were collected.

Results: Key findings revealed that context significantly influenced pupillometry (p = 0.035) and the context*gender interaction significantly affected valence (p = 0.037), though post-hoc comparisons were not significant. Men exhibited higher emotional valence when solving decontextualized problems compared to humanistic problems, aligning with trends observed during the reading stage, though significance was not maintained in the solving stage (p = 0.096). Notably, cognitive situational interest, as indicated by pupillometry, increased during the solving stage, suggesting a shift from affective to cognitive engagement. However, cognitive situational interest during the solving stage did not predict accuracy, contrasting with our prior findings where affective situational interest (electrodermal activity) during reading significantly predicted accuracy.

Discussion: This shift may stem from the higher cognitive load associated with problem-solving tasks. These findings suggest that cognitive situational interest during the solving stage is a reflection of cognitive load rather than a predictor of success, while underscoring the importance of fostering affective situational interest during the reading stage to enhance performance and engagement. Future research should explore longitudinal effects, cultural influences on situational interest, and inclusive curriculum design.

Conclusion: Our results highlight the need for balanced and context-sensitive approaches to curriculum development to optimize student motivation, performance, and long-term interest in physics.

引言：本研究调查了情境化物理问题在问题解决阶段的心理生理效应，扩展了早期关于问题阅读阶段的研究结果（Bouhdana et al., 2023）。方法：参与者（男女均为大学生）在三种情境下解决问题——无情境、技术情境和人文情境——同时收集认知（瞳孔测量、脑电图）和情感（皮电活动、效价）情境兴趣的测量数据。结果：主要研究结果显示，情境显著影响瞳孔测量（p = 0.035），情境*性别交互作用显著影响效价（p = 0.037），但事后比较无显著性。与人文问题相比，男性在解决非情境化问题时表现出更高的情绪效价，这与阅读阶段观察到的趋势一致，尽管在解决阶段没有保持显著性（p = 0.096）。值得注意的是，正如瞳孔测量所显示的那样，认知情境兴趣在解决问题阶段有所增加，表明从情感参与到认知参与的转变。然而，解决问题阶段的认知情境兴趣并不能预测准确性，这与我们之前的研究结果形成鲜明对比，在阅读过程中，情感情境兴趣（皮肤电活动）显著预测准确性。讨论：这种转变可能源于与解决问题任务相关的更高的认知负荷。这些研究结果表明，在解决阶段的认知情境兴趣是认知负荷的反映，而不是成功的预测因素，同时强调了在阅读阶段培养情感情境兴趣对提高表现和参与的重要性。未来的研究应探讨纵向效应、文化对情境兴趣的影响以及包容性课程设计。结论：我们的研究结果强调了平衡和情境敏感的课程开发方法的必要性，以优化学生的动机、表现和对物理的长期兴趣。

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引用次数: 0

Autonomic stress responses in oral examination simulations: Neuroscientific insights from comparing peer-led and lecturer-led approaches 口语考试模拟中的自主应激反应：从比较同伴主导和讲师主导方法的神经科学见解

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-08-09 DOI: 10.1016/j.tine.2025.100270

Morris Gellisch , Martin Bablok , Gabriela Morosan-Puopolo , Thorsten Schäfer , Beate Brand-Saberi

It is well established in cognitive psychology that stress impairs the retrieval of stored information, often leading to the phenomenon commonly known as a 'blackout' during high-stakes oral examinations. Thus, this mixed-methods study investigated how peer-led and lecturer-led oral examination simulations impact physiological stress responses and students’ self-perceptions. Using heart rate variability (HRV) markers (RMSSD, pNN50, SDNN, LF/HF), we assessed autonomic activation during the simulations. Linear Mixed Models (LMMs) revealed a significant effect of the exam condition on HRV parameters (RMSSD: β = -14.16, p < .001; LF/HF: β = 19.52, p < .001), indicating reduced parasympathetic activation in both simulation types. However, lecturer-led simulations elicited a stronger sympathetic shift (LF/HF interaction: β = -19.33, p < .001), suggesting a higher stress response than peer-led simulations.

Students' competence and confidence significantly improved post-simulation (lecturer-led: t = -8.41, p < .001; student-led: t = -5.82, p < .001), while test anxiety significantly decreased after participating in the simulation (p < .05). Qualitative follow-up data supported the perceived value of simulations for exam preparation and provided insights into the underlying emotional dynamics.

These findings suggest that peer-led simulations may offer a scalable, resource-efficient alternative to lecturer-led training. The positive results highlight the potential of integrating peer-led simulations longitudinally and encourage further research on their cumulative effects over multiple exam cycles.

认知心理学已经证实，压力会削弱对存储信息的检索，通常会导致在高风险的口试中出现通常被称为“记忆中断”的现象。因此，这项混合方法的研究调查了同伴主导和讲师主导的口试模拟如何影响生理应激反应和学生的自我认知。利用心率变异性（HRV）标记（RMSSD、pNN50、SDNN、LF/HF），我们评估了模拟过程中的自主神经激活。线性混合模型（lmm）显示，测试条件对HRV参数有显著影响(RMSSD: β = -14.16, p <；措施;LF/HF: β = 19.52, p <；.001)，表明两种模拟类型的副交感神经激活都减少了。然而，讲师主导的模拟引发了更强的交感神经移位(LF/HF相互作用：β = -19.33, p <；.001)，这表明与同伴主导的模拟相比，压力反应更高。模拟后学生的能力和信心显著提高(讲师主导：t = -8.41, p <；措施;学生主导：t = -5.82, p <；.001)，而参加模拟后考试焦虑显著降低(p <；. 05)。定性随访数据支持了模拟考试准备的感知价值，并提供了对潜在情绪动态的见解。这些发现表明，同伴主导的模拟可能为讲师主导的培训提供一种可扩展的、资源高效的替代方案。积极的结果突出了纵向整合同行主导模拟的潜力，并鼓励进一步研究它们在多个考试周期中的累积效应。

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引用次数: 0

Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China 在职前和在职教师群体中，神经科学知识和态度是否有所不同？来自中国教师教育项目的证据

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-08-06 DOI: 10.1016/j.tine.2025.100269

Lisha Liu , Saidi Yu , Mengyuan Liu , Chunjiang Li , Xiaodan Feng , Xintong Lin

Teacher neuroscience knowledge has gained global attention. This study comparatively examined the neuroscience knowledge and attitudes of diverse pre-service and in-service teacher groups among 436 Chinese educators (180 pre-service and 256 in-service teachers) participating in diverse teacher education programs across China. Key findings indicate that: (1) Chinese teachers generally hold positive attitudes towards neuroscience and its educational applications, but had limited neuroscience knowledge, with in-service teachers showing more pronounced limitations. (2) In-service teachers critically lacked systematic opportunities to acquire neuroscience knowledge, primarily relying on informal media channels which posed risks. (3) Higher general brain knowledge positively predicted stronger neuromyth beliefs among pre-service teachers. Other influencing factors on knowledge and attitudes varied distinctly between the groups. These findings suggest the more structured neuroscience education in teacher training programs.

教师的神经科学知识得到了全球的关注。本研究对436名中国教育工作者（180名职前教师和256名在职教师）参加全国不同教师教育项目的不同职前和在职教师群体的神经科学知识和态度进行了比较研究。主要研究结果表明：(1)中国教师对神经科学及其教育应用普遍持积极态度，但对神经科学知识的掌握程度有限，在职教师的局限性更为明显。(2)在职教师严重缺乏系统的神经科学知识获取机会，主要依赖非正式媒体渠道，存在风险。(3)职前教师较高的一般脑知识正向预测较强的神经神话信念。其他影响知识和态度的因素在两组之间差异很大。这些发现表明，在教师培训计划中，更有条理的神经科学教育。

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引用次数: 0

The componential nature of school mathematics and associative cognitive factors: The case of young children with mathematical learning disabilities 学校数学的组成性质与联想认知因素：以幼儿数学学习障碍为例

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-07-30 DOI: 10.1016/j.tine.2025.100267

Sarit Ashkenazi , Sonia Hasson

The current understanding of mathematical and numerical processes indicates that mathematical abilities are not singular. Instead, they consist of multiple components that can be linked to various domain-general abilities. We used network analysis to test the componential nature of school mathematics and the effect of mathematical proficiency on the relations between mathematical tasks. Two groups of typically developing children (TD, N = 64, 40 females, mean age = 9.87) and children with mathematical learning disabilities (MD, N = 64, 47 females, mean age = 9.87) were tested.

Most of the mathematical subjects were closely related. These results suggest that most school mathematical tasks are strongly associated, especially in TD children. Among MDs, we found a more diverse network, with comparison and number line estimation partly separate from other mathematical topics, and negatively associated with reading, thus indicating that number comparison and number line estimation is a focus of weakness in children suffering from MD. These results suggest that most of the school mathematical tasks are strongly associated, especially in TD children. Across groups, it was also discovered that verbal working memory was strongly linked to reading and non-numerical fluency, hence, the connections between mathematical subject matters and reading or non-numerical fluency could be explain by the shared correlation with verbal working memory. Hence, among all the domain-general factors, only verbal working memory was directly associated with mathematics.

目前对数学和数值过程的理解表明，数学能力不是单一的。相反，它们由多个组件组成，这些组件可以链接到各种领域通用功能。我们使用网络分析来检验学校数学的组成性质，以及数学熟练程度对数学任务之间关系的影响。将典型发育儿童（TD, N = 64, 40名女性，平均年龄= 9.87）和数学学习障碍儿童（MD, N = 64, 47名女性，平均年龄= 9.87）分为两组进行测试。大多数数学科目都是密切相关的。这些结果表明，大多数学校的数学任务都是密切相关的，尤其是在自闭症儿童中。在MD中，我们发现了一个更加多样化的网络，比较和数线估计与其他数学主题部分分离，并且与阅读负相关，这表明数字比较和数线估计是MD儿童的弱点焦点。这些结果表明，大多数学校数学任务都是强相关的，特别是在TD儿童中。在不同的小组中，研究人员还发现，语言工作记忆与阅读和非数字流畅性密切相关，因此，数学科目与阅读或非数字流畅性之间的联系可以用语言工作记忆的共同相关性来解释。因此，在所有领域一般因素中，只有言语工作记忆与数学直接相关。

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引用次数: 0

Physiological correlates of math ability in higher education 高等教育中数学能力的生理相关性

IF 3 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-07-24 DOI: 10.1016/j.tine.2025.100266

Maristella Lunardon , Tania Cerni , Marco Zanon , Raffaella Ida Rumiati

Background

Physiological responses offer a promising avenue for investigating emotional states associated with task performance. Yet, studies examining the physiological correlates of mathematical performance remain limited and conflicting.

Method

Here we investigated the relationship between math ability and three measures of physiological arousal (salivary cortisol, skin conductance, and heart rate variability) among 130 university students. We aimed to determine whether these associations varied across different levels of trait math anxiety and neuroticism.

Results

Results reveal that enhanced math ability was linked to an increase in cortisol overall and to either increase or decrease in skin conductance in students with low neuroticism depending on their field of study. Furthermore, distinct profiles of math anxiety, neuroticism, and physiological response emerged, displaying different math ability. No modulation by math anxiety and gender was found.

Conclusions

These findings emphasise the importance of incorporating neuroticism and students’ field of study for a comprehensive interpretation of physiological arousal in relation to math ability.

生理反应为研究与任务表现相关的情绪状态提供了一条很有前途的途径。然而，关于数学成绩的生理相关性的研究仍然有限且相互矛盾。方法研究了130名大学生的数学能力与生理唤醒指标（唾液皮质醇、皮肤电导和心率变异性）之间的关系。我们的目的是确定这些关联是否在不同水平的特质数学焦虑和神经质中有所不同。结果显示，数学能力的提高与皮质醇水平的总体增加有关，并且与低神经质学生皮肤电导的增加或减少有关，这取决于他们的学习领域。此外，数学焦虑、神经过敏和生理反应表现出不同的特征，表现出不同的数学能力。没有发现数学焦虑和性别的调节。这些发现强调了将神经质和学生的学习领域结合起来的重要性，以全面解释与数学能力有关的生理唤醒。

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引用次数: 0