Physiological correlates of math ability in higher education

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.