Emotion Self-Regulation, Psychophysiological Coherence, and Test Anxiety: Results from an Experiment Using Electrophysiological Measures

Appelhans, B. M., & Luecken, L. J. (2006). Heart rate variability as an index of regulated emotional responding. Review of General Psychology, 10(3), 229–240.

Arguelles, L., McCraty, R., & Rees, R. A. (2003). The heart in holistic education. Encounter: Education for Meaning and Social Justice, 16(3), 13–21.

Armour, J. A., & Ardell, J. L. (Eds.). (1994). Neurocardiology. New York: Oxford University Press.

Bradley, R. T., & Atkinson, M. (2004). Student opinion survey. Boulder Creek, CA: Institute of HeartMath.

Bradley, R. T., Atkinson, M., Tomasino, D., Rees, R. A., & Galvin, P. (2009). Facilitating emotional self-regulation in preschool children: Efficacy of the early HeartSmarts program in promoting social, emotional, and cognitive development. Boulder Creek, CA: HeartMath Research Center, Institute of HeartMath, Publication No. 09-06-01. Available as an electronic monograph at: http://www.heartmath.org/research/scientific-ebooks.html .

Bradley, R. T., McCraty, R., Atkinson, M., Arguelles, L., Rees, R. A., & Tomasino, D. (2007). Reducing test anxiety and improving test performance in America’s schools: Results from the TestEdge national demonstration study. Boulder Creek, CA: HeartMath Research Center, Institute of HeartMath, Publication No. 07-04-01. Available as an electronic monograph at: http://www.heartmath.org/research/scientific-ebooks.html .

Bradley, R. T., McCraty, R., Atkinson, M., Rees, R. A., & Tomasino, D. (2010, in preparation). Improving emotion self-regulation, test anxiety, and test performance in America’s high schools: Results from the TestEdge National Demonstration Study.

Bradley, R. T., Young, W. Y., Ebbs, P., & Martin, J. (1993). Characteristics of advanced-level dietetics practice: A model and empirical results. Journal of the American Dietetic Association, 93(2), 196–202.

Cameron, O. G. (2002). Visceral sensory neuroscience: Interoception. New York: Oxford University Press.

Childre, D., & Martin, H. (1999). The HeartMath solution. San Francisco: HarperSanFrancisco.

Childre, D., & Rozman, D. (2005). Transforming stress. Oakland, CA: New Harbinger.

Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment: Strategies for classrooms and schools. Thousand Oaks, CA: Corwin Press.

Damasio, A. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. Orlando: Harcourt.

Daugherty, A. K. (2006). Physiological, cognitive, and psychosocial effects of emotional refocusing: A summative and formative analysis. Doctoral dissertation, Faculty of Education, Claremont Graduate University, Claremont, CA.

Elias, M. J., & Arnold, H. (Eds.). (2006). The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press.

Erford, B. T., & Moore-Thomas, C. (2004). Testing FAQ: How to answer questions parents frequently ask about testing. In J. E. Wall & G. R. Walz (Eds.), Measuring up: Assessment issues for teachers, counselors, and administrators (pp. 535–555). Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services.

Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 120–134). New York: Oxford University Press.

Friedman, B. H. (2009). Feelings and the body: The Jamesian perspective on autonomic specificity of emotion. Biological psychology, in press. doi: 10.1016/j.biopsycho.2009.10.006 .

Friedman, B. H., & Thayer, J. F. (1998a). Anxiety and autonomic flexibility: A cardiovascular approach. Biological Psychology, 49(3), 303–323.

Friedman, B. H., & Thayer, J. F. (1998b). Autonomic balance revisited: Panic anxiety and heart rate variability. Journal of Psychosomatic Research, 44(1), 133–151.

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

Hartnett-Edwards, K. (2006). The social psychology and physiology of reading/language arts. Doctoral dissertation, Faculty of Education, Claremont Graduate University, Claremont, CA.

Hartnett-Edwards, K. (2008). Stress matters: The social psychology and physiology of reading/language arts achievement. Saarbrücken, Germany: Verlag Dr. Müller (VDM).

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.

Hill, K. T. (1984). Debilitating motivation and testing: A major educational problem, possible solutions, and policy applications. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 245–274). Orlando, FL: Academic.

Hollingsworth, T. (2007). Four years into no child left behind: A profile of California tenth grade students’ well-being and mixed methods analysis of its associations with academic success. Doctoral dissertation, Faculty of Education, Claremont Graduate University, Claremont, CA.

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.

Institute of HeartMath. (2004). TestEdge: Getting in sync for test success. Boulder Creek, CA: HeartMath LLC.

Isen, A. M. (1999). Positive affect. In T. Dalgleish & M. Power (Eds.), Handbook of cognition and emotion (pp. 522–539). New York: Wiley.

James, W. (1884). What is an emotion? Mind, 9(34), 188–205.

Lane, R. D., McRae, K., Reiman, E. M., Chen, K., Ahern, G. L., & Thayer, J. (2009). Neural correlates of heart rate variability during emotion. NeuroImage, 44, 213–222.

Lazarus, R. S. (1966). Psychological stress and the coping process. New York: McGraw Hill.

LeDoux, J. E. (1994). Cognitive-emotional interactions in the brain. In P. Ekman & R. J. Davidson (Eds.), The nature of emotion: Fundamental questions (pp. 216–223). New York: Oxford University Press.

LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Simon and Schuster.

Luskin, F., Reitz, M., Newell, K., Quinn, T. G., & Haskell, W. (2002). A controlled pilot study of stress management training of elderly patients with congestive heart failure. Preventive Cardiology, 5(4), 168–172, 176.

Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507–536.

McCraty, R. (2005). Enhancing emotional, social, and academic learning with heart rhythm coherence feedback. Biofeedback, 33(4), 130–134.

McCraty, R., Atkinson, M., Lipsenthal, L., & Arguelles, L. (2009). New hope for correctional officers: An innovative program for reducing stress and health risks. Applied Psychophysiology and Biofeedback, 34(4), 251–272.

McCraty, R., Atkinson, M., Tiller, W. A., Rein, G., & Watkins, A. D. (1995). The effects of emotions on short-term power spectrum analysis of heart rate variability. American Journal of Cardiology, 76(14), 1089–1093.

McCraty, R., Atkinson, M., & Tomasino, D. (2003). Impact of a workplace stress reduction program on blood pressure and emotional health in hypertensive employees. Journal of Alternative and Complementary Medicine, 9(3), 355–369.

McCraty, R., Atkinson, M., Tomasino, D., & Bradley, R. T. (2006). The coherent heart: Heart–brain interactions, psychophysiological coherence, and the emergence of system-wide order. Boulder Creek, CA: HeartMath Research Center, Institute of HeartMath, Publication No. 06-022. Available as an electronic monograph at: http://www.heartmath.org/research/scientific-ebooks.html .

McCraty, R., Atkinson, M., Tomasino, D., Goelitz, J., & Mayrovitz, H. N. (1999). The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children. Integrative Physiological and Behavioral Science, 34(4), 246–268.

McCraty, R., Barrios-Choplin, B., Rozman, D., Atkinson, M., & Watkins, A. D. (1998). The impact of a new emotional self-management program on stress, emotions, heart rate variability, DHEA and cortisol. Integrative Physiological and Behavioral Science, 33(2), 151–170.

McCraty, R., & Childre, D. (2004). The grateful heart: The psychophysiology of appreciation. In R. A. Emmons & M. E. McCullough (Eds.), The psychology of gratitude (pp. 230–255). New York: Oxford University Press.

McCraty, R., & Tomasino, D. (2006). Emotional stress, positive emotions, and psychophysiological coherence. In B. B. Arnetz & R. Ekman (Eds.), Stress in health and disease (pp. 360–383). Weinheim, Germany: Wiley-VCH.

Mezzacappa, E., Tremblay, R. E., Kindlon, D., Saul, J. P., Arseneault, L., Seguin, J., et al. (1997). Anxiety, antisocial behavior, and heart rate regulation in adolescent males. Journal of Child Psychology and Psychiatry, 38(4), 457–469.

Niedenthal, P., & Kitayama, S. (Eds.). (1994). The heart’s eye: Emotional influences in perception and attention. San Diego: Academic Press.

Pine, D. S., Wasserman, G. A., Miller, L., Coplan, J. D., Bagiella, E., Kovelenku, P., et al. (1998). Heart period variability and psychopathology in urban boys at risk for delinquency. Psychophysiology, 35(5), 521–529.

Porges, S. W. (1992a). Autonomic regulation and attention. In H. Hayne & R. Richardson (Eds.), Attention and information processing in infants and adults (pp. 201–223). Hillsdale, NJ: Erlbaum.

Porges, S. W. (1992b). Vagal tone: A physiologic marker of stress vulnerability. Pediatrics, 90(3 Pt 2), 498–504.

Porges, S. W., Doussard-Roosevelt, J. A., & Maiti, A. K. (1994). Vagal tone and the physiological regulation of emotion. In N. A. Fox (Ed.), Emotion regulation: Behavioral and biological considerations. Monographs of the Society for Research in Child Development, 59(2–3), 67–186, 250–283.

Pribram, K. H. (1967). The new neurology and the biology of emotion: A structural approach. American Psychologist, 22(10), 830–838.

Pribram, K. H. (1991). Brain and perception: Holonomy and structure in figural processing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Pribram, K. H., & Melges, F. T. (1969). Psychophysiological basis of emotion. In P. J. Vinken & G. W. Bruyn (Eds.), Handbook of clinical neurology (Vol. 3, pp. 316–341). Amsterdam: North-Holland Publishing Company.

Salovey, P., & Sluyter, D. (Eds.). (1997). Emotional development and emotional intelligence: Implications for educators. New York: Basic Books.

Schroeder, L. (2006). What high-stakes testing means for the well-being of students and teachers. Doctoral dissertation, Faculty of Education, Claremont Graduate University, Claremont, CA.

Sears, S. J., & Milburn, J. (1990). School-age stress. In L. E. Arnold (Ed.), Childhood stress (pp. 224–226). New York: Wiley.

Segerstrom, S., & Solberg Nes, L. (2007). Heart rate variability reflects self-regulatory strength, effort, and fatigue. Psychological Science, 18(3), 275–281.

Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Ed.), Anxiety and behavior. New York: Academic Press.

Spielberger, C. D. (1976). The nature and measurement of anxiety. In C. D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-cultural research on anxiety. Washington, DC: Hemisphere/Wiley.

Spielberger, C. D. (1980). Test anxiety inventory. Menlo Park, CA: Mind Garden.

Spielberger, C. D., & Vagg, P. R. (1995a). Test anxiety: A transactional process model. In C. D. Spielberger & P. R. Vagg (Eds.), Test anxiety: Theory, assessment, and treatment. Washington, DC: Taylor & Francis.

Spielberger, C. D., & Vagg, P. R. (Eds.). (1995b). Test anxiety: Theory, assessment, and treatment. Washington, DC: Taylor & Francis.

Suess, P. E., Porges, S. W., & Plude, D. J. (1994). Cardiac vagal tone and sustained attention in school-age children. Psychophysiology, 31(1), 17–22.

Thayer, J. F. (2007). What the heart says to the brain (and vice versa) and why we should listen. Psychological Topics, 16(2), 241–250.

Thayer, J. F., & Brosschot, J. F. (2005). Psychosomatics and psychopathology: Looking up and down from the brain. Psychoneuroendocrinology, 30, 1050–1058.

Thayer, J. F., & Friedman, B. H. (1997). The heart of anxiety: A dynamical systems approach. In A. Vingerhoets (Ed.), The (non) expression of emotions in health and disease. Amsterdam: Springer.

Thayer, F. T., Hansen, A. L., Saus-Rose, C., & Johnsen, B. H. (2009). Heart rate variability, prefrontal neural function, and cognitive performance: The neurovisceral integration perspective on self-regulation, adaptation, and health. Annals of Behavioral Medicine, 37(2), 141–153.

Thayer, J. F., & Lane, R. D. (2000). A model of neurovisceral integration in emotion regulation and dysregulation. Journal of Affective Disorders, 61, 201–216.

Thayer, J. F., & Sternberg, E. M. (2006). Beyond heart rate variability: Vagal regulation of allostatic systems. Annals of the New York Academy of Sciences, 1088, 361–372.

Tiller, W. A., McCraty, R., & Atkinson, M. (1996). Cardiac coherence: A new, noninvasive measure of autonomic nervous system order. Alternative Therapies in Health and Medicine, 2(1), 52–65.

van der Molen, M. W., Somsen, R. J. M., & Orlebeke, J. F. (1985). The rhythm of the heart beat in information processing. In P. K. Ackles, J. R. Jennings, & M. G. H. Coles (Eds.), Advances in psychophysiology (Vol. 1, pp. 1–88). London: JAI Press.

Wigfield, A., & Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159–183.

Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.