Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills

Jessica Massonnié; Philippe Frasseto; Denis Mareschal; Natasha Z. Kirkham

doi:10.1177/0013916520950277

Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills

Jessica Massonnié^*, Philippe Frasseto, Denis Mareschal, Natasha Z. Kirkham

^*Corresponding author for this work

Centre for Interaction, Development and Diversity

Research output: Contribution to journal › Article › peer-review

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Abstract

Classrooms are noisy, yet little is known about pupils’ subjective reactions to noise. We surveyed 112 children between 8.70 and 11.38 years of age and extracted five dimensions in their reactions to noise by factorial analyses: (1) perceived classroom loudness, (2) hearing difficulties, (3) attention capture, (4) interference, (5) annoyance from noise. Structural Equation Models were run to better understand interindividual differences in noise interference and annoyance. Children reporting hearing and switching difficulties experienced more interference and annoyance from noise. Children who had a greater propensity for mind-wandering also experienced more interference from noise, but were annoyed by noise only to the extent that it produced interference—the relationship between mind-wandering and noise annoyance was indirect, and not direct, as was the case for reported hearing and switching difficulties. We suggest that the distinction between annoyance and interference has theoretical, empirical, and practical relevance for educational research.

Original language	English
Pages (from-to)	58-88
Number of pages	31
Journal	Environment and Behavior
Volume	54
Issue number	1
Early online date	1 Sept 2020
DOIs	https://doi.org/10.1177/0013916520950277
Publication status	Published - 1 Jan 2022

Keywords

elementary school
mind-wandering
noise annoyance
noise distraction
switching skills
UKRI
ESRC
1788414

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10.1177/0013916520950277

0013916520950277Final published version, 278 KBLicence: CC BY

https://eprints.bbk.ac.uk/id/eprint/40701/

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Cite this

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title = "Learning in noisy classrooms: children{\textquoteright}s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills",

abstract = "Classrooms are noisy, yet little is known about pupils{\textquoteright} subjective reactions to noise. We surveyed 112 children between 8.70 and 11.38 years of age and extracted five dimensions in their reactions to noise by factorial analyses: (1) perceived classroom loudness, (2) hearing difficulties, (3) attention capture, (4) interference, (5) annoyance from noise. Structural Equation Models were run to better understand interindividual differences in noise interference and annoyance. Children reporting hearing and switching difficulties experienced more interference and annoyance from noise. Children who had a greater propensity for mind-wandering also experienced more interference from noise, but were annoyed by noise only to the extent that it produced interference—the relationship between mind-wandering and noise annoyance was indirect, and not direct, as was the case for reported hearing and switching difficulties. We suggest that the distinction between annoyance and interference has theoretical, empirical, and practical relevance for educational research.",

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note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was funded by the Economic and Social Research Council (grant reference: 1788414), by the Centre for Brain and Cognitive Development of Birkbeck College, University of London, and by the Rectorat de Corse (Cellule Sant{\'e} et S{\'e}curit{\'e}). Publisher Copyright: {\textcopyright} The Author(s) 2020.",

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Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills. / Massonnié, Jessica; Frasseto, Philippe; Mareschal, Denis et al.
In: Environment and Behavior, Vol. 54, No. 1, 01.01.2022, p. 58-88.

Research output: Contribution to journal › Article › peer-review

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T2 - children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills

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AU - Frasseto, Philippe

AU - Mareschal, Denis

AU - Kirkham, Natasha Z.

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was funded by the Economic and Social Research Council (grant reference: 1788414), by the Centre for Brain and Cognitive Development of Birkbeck College, University of London, and by the Rectorat de Corse (Cellule Santé et Sécurité). Publisher Copyright: © The Author(s) 2020.

PY - 2022/1/1

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Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills

Abstract

Keywords

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