Does Sensory Processing Sensitivity moderate the relations between math achievement, self-concept and emotions?

The Differential Susceptibility Theory states that highly sensitive persons, i.e. those scoring high on sensory processing sensitivity (SPS), react more strongly to both negative and positive environments (Belsky & Pluess, 2009). This is supposed to make them more vulnerable to negative environments, but also makes them thrive more in positive environments. In this study we test this hypothesis in the context of mathematics achievement, self-concept and emotions in primary school children. We measure positive and negative environment in two different ways. With a questionnaire, we measure children’s self-reported emotional response to positive and negative events in school. With electrodermal activity measurements, we measure their autonomous response to positive and negative feedback.