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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.
|Number of pages||31|
|Journal||Environment and Behavior|
|Early online date||1 Sep 2020|
|Publication status||Published - 1 Jan 2022|
- elementary school
- noise annoyance
- noise distraction
- switching skills
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- 1 Invited talk
Online talk for the Association Apprendre et Former avec les Sciences Cognitives
Jessica Massonnie (Speaker)7 Apr 2022
Activity: Talk or presentation types › Invited talk