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.
Highlights
In Haines and Stansfeld’s (2000) study, 79% of the children living near Heathrow airport reported being only a little bit, or not at all annoyed by noise. This is lower than the percentage of children in the control group (98%), but still quite a high percentage. These findings suggest that there is not a direct relationship between noise exposure and annoyance, since some children are exposed to a lot of environmental noise yet do not report feeling annoyed by it
Following Kjellberg et al (1996) and Stallen (1999), we suggest that noise interference and noise annoyance are independent, yet correlated constructs
8- to 11-year-old children were asked to share their reactions to classroom noise
Summary
The present study will investigate the relationship between noise interference and noise annoyance in children. Following Kjellberg et al (1996) and Stallen (1999), we suggest that noise interference and noise annoyance are independent, yet correlated constructs Their dissociation might allow a better understanding of the cognitive mechanisms behind children’s reactions to noise and might help to identify different profiles of children who are more or less vulnerable to noise. To test the dissociation between noise interference and annoyance, we will investigate mind-wandering, with the idea that children who report a greater propensity for mind-wandering would experience more interference from noise yet would not necessarily be annoyed by it. This is because children who mind-wander are, by definition not focused on their task.
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