Abstract:

Introduction:
Sensory Processing Sensitivity (SPS) describes a personality disposition marked by increased responsiveness to environmental and interpersonal cues, deeper cognitive processing of experiences, and elevated emotional reactivity. This heightened sensitivity has been linked to greater susceptibility to stress and stronger concerns about evaluation. In educational environments, beliefs about personal academic performance can shape how students deal with evaluative situations and learning pressures. Students with higher levels of SPS may therefore be more likely to perceive academic demands as overwhelming or to question their own performance. The aim of this study was to analyze differences in students’ performance beliefs across low, medium, and high levels of SPS in Spanish university students.

Methods:
The sample consisted of 801 students from the University of Alicante (Spain), 77.4% women (n = 617), with a mean age of 19.2 years; most were enrolled in Social Sciences degrees (87.4%). A non-probabilistic snowball sampling strategy was used, and data were collected via an online survey. SPS was assessed with the 27-item Highly Sensitive Person Scale (HSPS-27). Students’ performance beliefs were measured using its subscale of the Stress Academic Scale (SAS-54). Participation was voluntary and anonymous, informed consent was obtained, and the study received ethical approval in accordance with the Helsinki Declaration. Descriptive statistics and one-way ANOVA with post hoc comparisons were performed to test differences in students’ performance beliefs across SPS levels.

Results:
Significant differences in students’ performance beliefs were found across SPS levels, F(2, 798) = 58.81, p < .001, η² = .128 (ω² = .126). Post hoc comparisons indicated significant differences between all groups (all p < .001). Students with low SPS reported significantly higher performance beliefs than those with medium SPS (d = −0.669) and high SPS (d = −1.077). Additionally, students with medium SPS reported higher performance beliefs than those with high SPS (d = −0.408). Effect sizes ranged from medium to large.

Conclusions:
The findings suggest that SPS is significantly associated with students’ beliefs about their academic performance. Higher levels of SPS are linked to less favorable performance beliefs, which may reflect greater self-doubt or perceived difficulty when facing academic demands. Considering SPS in higher education contexts may help identify students who could benefit from interventions aimed at strengthening academic self-beliefs and adaptive coping strategies.

Keywords:

High sensitivity, academic stress, students’ performance beliefs, university students.