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The widespread implementation of advanced and complex systems requires predominantly operators' cognitive functions and less importance of human manual control. On the other hand, most operators perform their cognitive functions below their peak cognitive capacity level due to fatigue, stress, and boredom. Thus, there is a need to improve their cognitive functions during work. The goal of this paper is to present a psychophysiology training approach derived from cardiovascular response named heart rate variability (HRV) biofeedback. Description of resonant frequency biofeedback-a specific HRV training protocol-is discussed as well as its supported researches for the performance enhancement. HRV biofeedback training works by teaching people to recognize their involuntary HRV and to control patterns of this physiological response. The training is directed to increase HRV amplitude that promotes autonomic nervous system balance. This balance is associated with improved physiological functioning as well as psychological benefits. Most individuals can learn HRV biofeedback training easily which involves slowing the breathing rate (around six breaths/min) to each individual's resonant frequency at which the amplitude of HRV is maximized. Maximal control over HRV can be obtained in most people after approximately four sessions of training. Recent studies have demonstrated the effectiveness of HRV biofeedback to the improvement of some cognitive functions in both simulated and real industrial operators.

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University students suffer to some levels of study anxiety, such as; have new experiences, environment and situation. Study anxiety is a real phenomenon. Campus environment has universal access to increase study anxiety among students. The prevalence of study anxiety has been acknowledged by students and educators. However, no current research exists to identify the study anxiety sources among university students. In this research, we present a survey aimed to identify of study anxiety sources among university students. The survey involves 770 students of Universiti Malaysia Pahang. The survey asks students about experiences, feelings and thoughts related with anxieties during study process. The results identify seven sources. But, there are five potential sources of study anxiety; exam anxiety, class presentation anxiety, mathematic anxiety, language anxiety and social anxiety. Descriptive statistics were used to analyze the data which was run in SPSS 16.0. The results will be used to address study anxiety sources among university students.