Self-regulatory processes, namely behavioral regulation (in terms of executive functions) and emotion regulation, are assumed to be central for test anxiety. Both self-regulation components, along with vagally-mediated heart rate variability (HRV) – a proposed concomitant of top-down self-regulation – are associated with anxiety.
A longitudinal design was adopted to test the hypotheses that (1) higher vagally-mediated HRV, (2) adaptive emotion regulation and (3) better executive functioning (i.e., higher inhibitory control) at the semester beginning (t1) predict lower levels of test anxiety at the end of the semester (t2).
A sample of  = 70 (58 female) university students ( [] age = 25.04 [7.14] years) completed a measurement of resting HRV (RMSSD), performed an affective go/no-go task, and reported on emotion regulation and test anxiety at t1. Test anxiety and certain examination characteristics were assessed at t2. A hierarchical regression analysis was conducted to test the hypotheses.
Supporting hypothesis 1, HRV at t1 significantly predicted test anxiety at t2, whereas emotion regulation and inhibitory control were no significant predictors.
As vagally-mediated HRV seems meaningful for the prediction of test anxiety, interventions designed to reduce test anxiety could benefit from incorporating HRV biofeedback training.