@article{ba3edc51cf774548b6106003c44d5571,
title = "Cardiovascular reactions to acute psychological stress and academic achievement",
abstract = "Cardiovascular reactions to acute psychological stress have been associated with cognitive function. However, previous work has assessed cardiovascular reactions and cognitive function in the laboratory at the same time. The present study examined the association between cardiovascular reactions to acute psychological stress in the laboratory and academic performance in final year high school students. Heart rate, blood pressure, stroke volume, and cardiac output reactions to an acute psychological stress task were measured in 131 participants during their final year of high school. Performance on high school A-levels were obtained the following year. Higher heart rate and cardiac output reactivity were associated with better A-level performance. These associations were still statistically significant after adjusting for a wide range of potentially confounding variables. The present results are consistent with a body of literature suggesting that higher heart rate reactions to acute psychological stress are associated with better cognitive performance across a variety of domains.",
keywords = "acute psychological stress, cardiovascular reactivity, cognitive function",
author = "Ginty, {Annie T.} and Tyra, {Alexandra T.} and Young, {Danielle A.} and Brindle, {Ryan C.} and {de Rooij}, {Susanne R.} and Williams, {Sarah E.}",
note = "Funding Information: The research leading to these results was funded by an AXA Research Fund Postdoctoral Fellowship. The authors would like to thank Professor Douglas Carroll for his assistance with the design and execution of this study. The authors would like to thank the undergraduate students who helped with data collection and data processing. The authors would also like to thank all of the participants and the following schools who were exceptionally supportive during recruitment stages: Bishop Challoner Catholic School, Bournville School and Sixth Form Centre, Cadbury College, Edgbaston High School for Girls, Handsworth Grammar School, King Edward VI Camp Hill School for Girls, King Edward VI High School, St Edmund Campion, St George{\textquoteright}s School Edgbaston, St Paul{\textquoteright}s School for Girls, St. Thomas Aquinas, and Swanshurst School. Funding Information: The research leading to these results was funded by an AXA Research Fund Postdoctoral Fellowship. The authors would like to thank Professor Douglas Carroll for his assistance with the design and execution of this study. The authors would like to thank the undergraduate students who helped with data collection and data processing. The authors would also like to thank all of the participants and the following schools who were exceptionally supportive during recruitment stages: Bishop Challoner Catholic School, Bournville School and Sixth Form Centre, Cadbury College, Edgbaston High School for Girls, Handsworth Grammar School, King Edward VI Camp Hill School for Girls, King Edward VI High School, St Edmund Campion, St George{\textquoteright}s School Edgbaston, St Paul{\textquoteright}s School for Girls, St. Thomas Aquinas, and Swanshurst School. Publisher Copyright: {\textcopyright} 2022 The Authors. Psychophysiology published by Wiley Periodicals LLC on behalf of Society for Psychophysiological Research.",
year = "2022",
month = oct,
doi = "https://doi.org/10.1111/psyp.14064",
language = "English",
volume = "59",
journal = "Psychophysiology",
issn = "0048-5772",
publisher = "Wiley-Blackwell",
number = "10",
}