Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise
Abstract
:1. Introduction
1.1. Defining and Measuring Noise Sensitivity
1.2. Candidate Mechanisms Underlying Noise Sensitivity
1.3. Research on Children
1.4. Aims of the Research
2. Study 1
2.1. Participants, Measures and Procedure
2.1.1. Participants
2.1.2. Institutional Review Board Statement
2.1.3. Measures
Noise Sensitivity (Single Item)
Noise Sensitivity (Multiple Items)
Children’s Reactions to Classroom Noise
Mood
2.1.4. Procedure
2.2. Results
2.2.1. Descriptive Statistics
2.2.2. Correlations
2.3. Discussion
3. Study 2
3.1. Participants, Measures and Procedure
3.1.1. Participants
3.1.2. Institutional Review Board Statement
3.1.3. Measures
Reactions to Classroom Noise
Effortful Control
3.1.4. Procedure
3.2. Results
3.2.1. Descriptive Statistics
3.2.2. Correlations
3.2.3. Multiple Regressions
3.3. Discussion
4. General Conclusions and Suggestions for Future Research
4.1. General Conclusions
4.2. Limitations and Suggestions for Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Reactions to Classroom Noise |
Noise sensitivity (Single item) |
Generally, you are… (1) Not at all noise sensitive, (2) A bit noise sensitive, (3) Rather noise sensitive, (4) Very noise sensitive |
Noise sensitivity (Multiple items, from Weinstein (1978 [11]) |
At movies, whispering and crinkling candy wrappers disturb me. |
At home, I get annoyed when others are noisy. |
Sometimes noises get on my nerves and get me irritated. |
Even music I normally like will bother me if I’m trying to concentrate. |
There are often times when I want complete silence. |
I find it hard to relax in a place that’s noisy. |
I get mad at people who make noise that keeps me from falling asleep or getting work done. |
(1) Not at all true, (2) A bit True, (3) Rather True, (4) Definitely true |
Noise levels in the classroom (from Massonnié et al., 2020 [15]) |
Do you think your classroom is noisy? (1) Not noisy at all, (2) A bit noisy, (3), Quite noisy, (4) Very noisy |
Do you think that the noise level in class is… (1) Very low, (2) Quite low, (3) Quite loud, (4) Very loud |
In general, in class, you find your classmates… (1) Not at all noisy, (2) A bit noisy, (3) Quite noisy, (4) Very noisy |
Hearing Difficulties (from Massonnié et al., 2020 [15]) |
When the teacher, or a classmate talks to the entire classroom… You have difficulties hearing what the person says |
When the teacher, or a classmate comes closer to talk to you… You have difficulties hearing what the person tells you |
(1) Almost never, (2) Rarely, (3) Quite often, (4) Very often |
Annoyance (from Massonnié et al., 2020 [15]) |
Are you annoyed by noise in the classroom? (1) Not at all annoyed, (2) A bit annoyed, (3) Quite annoyed, (4) Really annoyed |
When the teacher, or a classmate talks to the entire classroom… You are annoyed by noise in the classroom |
When the teacher, or a classmate comes closer to talk to you… You are annoyed by noise in the classroom |
When you do homework on your own… You are annoyed by noise in the classroom |
When you do homework in a group… You are annoyed by noise in the classroom |
(1) Almost never, (2) Rarely, (3) Quite often, (4) Very often |
Attention Capture (from Massonnié et al., 2020 [15]) |
When the teacher, or a classmate talks to the entire classroom… Classroom noise attracts your attention |
When the teacher, or a classmate comes closer to talk to you… Classroom noise attracts your attention |
When you do homework on your own… Classroom noise attracts your attention |
When you do homework in a group… Classroom noise attracts your attention |
(1) Almost never, (2) Rarely, (3) Quite often, (4) Very often |
Interference (from Massonnié et al., 2020 [15]) |
When the teacher, or a classmate talks to the entire classroom… If noise attracts your attention, you lose track of the discussion |
When the teacher, or a classmate comes closer to talk to you… If noise attracts your attention, you lose track of the discussion |
When you do homework on your own… If noise attracts your attention, you lose track of your thoughts |
When you do homework in a group… If noise coming from outside the group attracts your attention, you lose track of the discussion |
(1) Almost never, (2) Rarely, (3) Quite often, (4) Very often |
Mood |
Right now, do you feel calm? (1) Not calm at all, (2) A bit calm, (3) Rather calm, (4) Very calm |
Right now, do you feel relaxed? (1) Not at all relaxed, (2) A bit relaxed, (3) Rather relaxed, (4) Very relaxed |
Right now, do you feel irritated? (1) Not at all irritated, (2) A bit irritated, (3) Rather irritated, (4) Very irritated |
Appendix B
How Often Does This Happen? | Almost Never | Rarely | Quite Often | Very Often |
When the teacher, or a pupil talks to the entire classroom | ||||
It’s hard to hear what the person says. | □ | □ | □ | □ |
You are annoyed by noise in the classroom. | □ | □ | □ | □ |
Classroom noise catches your attention. | □ | □ | □ | □ |
If noise catches your attention, you lose track of the discussion. | □ | □ | □ | □ |
When the teacher, or a classmate, comes closer to talk to you | ||||
It’s hard to hear what the person says. | □ | □ | □ | □ |
You are annoyed by noise in the classroom. | □ | □ | □ | □ |
Classroom noise catches your attention. | □ | □ | □ | □ |
If noise catches your attention, you lose track of the discussion. | □ | □ | □ | □ |
When you do an activity alone, in the classroom | ||||
You are annoyed by noise in the classroom. | □ | □ | □ | □ |
Classroom noise catches your attention. | □ | □ | □ | □ |
If noise catches your attention, you lose track of your thoughts. | □ | □ | □ | □ |
When you are doing a group activity | ||||
You are annoyed by noise in the classroom. | □ | □ | □ | □ |
Noise from outside the group catches your attention. | □ | □ | □ | □ |
If noise coming from outside the group catches your attention, you lose track of the discussion. | □ | □ | □ | □ |
References
- European Environment Agency. Environmental Noise in Europe, 2020; Publications Office of the European Union: Luxembourg, 2020. [Google Scholar]
- Ekehammar, B.; Dornic, S. Weinstein’s Noise Sensitivity Scale: Reliability and Construct Validity. Percept. Mot. Ski. 1990, 70, 129–130. [Google Scholar] [CrossRef]
- Park, J.; Chung, S.; Lee, J.; Sung, J.H.; Cho, S.W.; Sim, C.S. Noise Sensitivity, Rather than Noise Level, Predicts the Non-Auditory Effects of Noise in Community Samples: A Population-Based Survey. BMC Public Health 2017, 17, 315. [Google Scholar] [CrossRef] [PubMed]
- Stansfeld, S.A.; Clark, C.R.; Jenkins, L.M.; Tarnopolsky, A. Sensitivity to Noise in a Community Sample: I. Measurement of Psychiatric Disorder and Personality. Psychol. Med. 1985, 15, 243–254. [Google Scholar] [CrossRef] [PubMed]
- Zimmer, K.; Ellermeier, W. Psychometric Properties of Four Measures of Noise Sensitivity: A Comparison. J. Environ. Psychol. 1999, 19, 295–302. [Google Scholar] [CrossRef] [Green Version]
- Shepherd, D.; Welch, D.; Dirks, K.N.; Mathews, R. Exploring the Relationship between Noise Sensitivity, Annoyance and Health-Related Quality of Life in a Sample of Adults Exposed to Environmental Noise. Int. J. Environ. Res. Public Health 2010, 7, 3579–3594. [Google Scholar] [CrossRef] [PubMed]
- Job, R.S. Noise Sensitivity as a Factor Influencing Human Reaction to Noise. Noise Health 1999, 1, 57–68. [Google Scholar]
- Heinonen-Guzejev, M.; Vuorinen, H.S.; Mussalo-Rauhamaa, H.; Heikkilä, K.; Koskenvuo, M.; Kaprio, J. Genetic Component of Noise Sensitivity. Twin Res. Hum. Genet. 2005, 8, 245–249. [Google Scholar] [CrossRef]
- Schutte, M.; Marks, A.; Wenning, E.; Griefahn, B. The Development of the Noise Sensitivity Questionnaire. Noise Health 2007, 9, 15–24. [Google Scholar] [CrossRef]
- Schutte, M.; Sandrock, S.; Griefahn, B. Factorial Validity of the Noise Sensitivity Questionnaire. Noise Health 2007, 9, 96–100. [Google Scholar] [CrossRef]
- Weinstein, N.D. Individual Differences in Reactions to Noise: A Longitudinal Study in a College Dormitory. J. Appl. Psychol. 1978, 63, 458–466. [Google Scholar] [CrossRef]
- Kjellberg, A.; Landström, U.L.F.; Tesarz, M.; Söderberg, L.; Åkerlund, E. The Effects of Nonphysical Noise Characteristics, Ongoing Task and Noise Sensitivity on Annoyance and Distraction Due to Noise at Work. J. Environ. Psychol. 1996, 16, 123–136. [Google Scholar] [CrossRef]
- Pierrette, M.; Parizet, E.; Chevret, P.; Chatillon, J. Noise Effect on Comfort in Open-Space Offices: Development of an Assessment Questionnaire. Ergonomics 2014, 58, 96–106. [Google Scholar] [CrossRef] [PubMed]
- Boman, E.; Enmarker, I. Factors Affecting Pupils’ Noise Annoyance in Schools: The Building and Testing of Models. Environ. Behav. 2004, 36, 207–228. [Google Scholar] [CrossRef]
- Massonnié, J.; Frasseto, P.; Mareschal, D.; Kirkham, N.Z. Learning in Noisy Classrooms: Children’s Reports of Annoyance and Distraction from Noise Are Associated with Individual Differences in Mind-Wandering and Switching Skills. Environ. Behav. 2020, 54, 58–88. [Google Scholar] [CrossRef]
- Haines, M.M.; Stansfeld, S.A.; Job, R.S.; Berglund, B.; Head, J. A Follow-up Study of Effects of Chronic Aircraft Noise Exposure on Child Stress Responses and Cognition. Int. J. Epidemiol. 2001, 30, 839–845. [Google Scholar] [CrossRef]
- Lercher, P.; Brauchle, G.; Kofler, W.; Widmann, U.; Meis, M. The Assessment of Noise Annoyance in Schoolchildren and Their Mothers. In Proceedings of the 29th International Congress and Exhibition on Noise Control Engineering, Nice, France, 27–31 August 2000; Volume 4, pp. 2318–2322. [Google Scholar]
- Guski, R. Personal and Social Variables as Co-Determinants of Noise Annoyance. Noise Health 1999, 1, 45–56. [Google Scholar]
- Stallen, P.J.M. A Theoretical Framework for Environmental Noise Annoyance. Noise Health 1999, 1, 69–79. [Google Scholar]
- Gang, M.J.; Teft, L. Individual Differences in Heart Rate Responses to Affective Sound. Psychophysiology 1975, 12, 423–426. [Google Scholar] [CrossRef]
- Öhrström, E.; Björkman, M.; Rylander, R. Noise Annoyance with Regard to Neurophysiological Sensitivity, Subjective Noise Sensitivity and Personality Variables. Psychol. Med. 1988, 18, 605–613. [Google Scholar] [CrossRef]
- Stansfeld, S.A.; Clark, C.R.; Turpin, G.; Jenkins, L.M.; Tarnopolsky, A. Sensitivity to Noise in a Community Sample: II. Measurement of Psychophysiological Indices. Psychol. Med. 1985, 15, 255–263. [Google Scholar] [CrossRef]
- Thomas, J.R.; Jones, D.M. Individual Differences in Noise Annoyance and the Uncomfortable Loudness Level. J. Sound Vib. 1982, 82, 289–304. [Google Scholar] [CrossRef]
- Stansfeld, S.A. Noise, Noise Sensitivity and Psychiatric Disorder: Epidemiological and Psychophysiological Studies. Psychol. Med. Monogr. Suppl. 1992, 22, 1–44. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Ellermeier, W.; Eigenstetter, M.; Zimmer, K. Psychoacoustic Correlates of Individual Noise Sensitivity. J. Acoust. Soc. Am. 2001, 109, 1464–1473. [Google Scholar] [CrossRef]
- Heinonen-Guzejev, M.; Kliuchko, M.; Vuust, P.; Tervaniemi, M.; Brattico, E.; Learning, C. Studying Noise Sensitivity on the Brain Level. In Proceedings of the 12th ICBEN Congress on Noise as a Public Health Problem, Zurich, Switzerland, 18–22 June 2017. [Google Scholar]
- Heinonen-Guzejev, M.; Kliuchko, M.; Vuust, P.; Tervaniemi, M.; Brattico, E.; Shepherd, D.; Heikkilä, K.; Dirks, K.N.; Hautus, M.J.; Welch, D. Studying the Origins of Noise Sensitivity–Negative Affect or Biological Factors. In EuroNoise 2018; European Accountics Association: Torino, Italy, 2018; pp. 521–525. [Google Scholar]
- Kliuchko, M.; Heinonen-Guzejev, M.; Vuust, P.; Tervaniemi, M.; Brattico, E. A Window into the Brain Mechanisms Associated with Noise Sensitivity. Sci. Rep. 2016, 6, 39236. [Google Scholar] [CrossRef] [PubMed]
- Shepherd, D.; Hautus, M.J.; Lee, S.Y.; Mulgrew, J. Electrophysiological Approaches to Noise Sensitivity. J. Clin. Exp. Neuropsychol. 2016, 38, 900–912. [Google Scholar] [CrossRef] [PubMed]
- Pripfl, J.; Robinson, S.; Leodolter, U.; Moser, E.; Bauer, H. EEG Reveals the Effect of FMRI Scanner Noise on Noise-Sensitive Subjects. Neuroimage 2006, 31, 332–341. [Google Scholar] [CrossRef]
- Belojevic, G.; Jakovljevic, B. Factors Influencing Subjective Noise Sensitivity in an Urban Population. Noise Health 2001, 4, 17–24. [Google Scholar]
- Dornic, S.; Ekehammar, B. Extraversion, Neuroticism, and Noise Sensitivity. Personal. Individ. Differ. 1990, 11, 989–992. [Google Scholar] [CrossRef]
- Belojevic, G.; Jakovljevic, B.; Slepcevic, V. Noise and Mental Performance: Personality Attributes and Noise Sensitivity. Noise Health 2003, 6, 77–89. [Google Scholar]
- Evans, G.W.; Hygge, S.; Bullinger, M. Chronic Noise and Psychological Stress. Psychol. Sci. 1995, 333–338. [Google Scholar] [CrossRef]
- Evans, G.W.; Lercher, P.; Meis, M.; Ising, H.; Kofler, W.W. Community Noise Exposure and Stress in Children. J. Acoust. Soc. Am. 2001, 109, 1023–1027. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Stansfeld, S.A.; Berglund, B.; Clark, C.; Lopez-Barrio, I.; Fischer, P.; Öhrström, E.; Haines, M.M.; Head, J.; Hygge, S.; van Kamp, I.; et al. Aircraft and Road Traffic Noise and Children’s Cognition and Health: A Cross-National Study. Lancet 2005, 365, 1942–1949. [Google Scholar] [CrossRef]
- Elliott, C.D. Noise Tolerance and Extraversion in Children. Br. J. Psychol. 1971, 62, 375–380. [Google Scholar] [CrossRef]
- Dockrell, J.E.; Shield, B.M. Children’s Perceptions of Their Acoustic Environment at School and at Home. J. Acoust. Soc. Am. 2004, 115, 2964–2973. [Google Scholar] [CrossRef] [Green Version]
- Hygge Classroom Experiments on the Effects of Different Noise Sources and Sound Levels on Long-Term Recall and Recognition in Children. Appl. Cogn. Psychol. 2003, 17, 895–914. [CrossRef]
- Slater, B.R. Effects of Noise on Pupil Performance. J. Educ. Psychol. 1968, 59, 239–243. [Google Scholar] [CrossRef] [PubMed]
- Haines, M.M.; Stansfeld, S.A. Measuring Annoyance and Health in Child Social Surveys. In Proceedings of the Measuring Annoyance and Health in Child Social Surveys, Nice, France, 27–30 August 2000; Volume 3, pp. 1609–1614. [Google Scholar]
- Lim, J.; Kweon, K.; Kim, H.-W.; Cho, S.W.; Park, J.; Sim, C.S. Negative Impact of Noise and Noise Sensitivity on Mental Health in Childhood. Noise Health 2018, 20, 199–211. [Google Scholar] [CrossRef]
- Diamond, A. Executive Functions. Annu Rev. Psychol. 2013, 64, 135–168. [Google Scholar] [CrossRef] [Green Version]
- Forster, S.; Lavie, N. Distracted by Your Mind? Individual Differences in Distractibility Predict Mind Wandering. J. Exp. Psychol. Learn. Mem. Cogn. 2014, 40, 251–260. [Google Scholar] [CrossRef] [Green Version]
- McVay, J.C.; Kane, M.J. Does Mind Wandering Reflect Executive Function or Executive Failure? Comment on Smallwood and Schooler (2006) and Watkins (2008). Psychol. Bull. 2010, 136, 188–197. [Google Scholar] [CrossRef] [Green Version]
- Liew, J. Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child. Dev. Perspect. 2012, 6, 105–111. [Google Scholar] [CrossRef]
- Simonds, J.; Rothbart, M. The Temperament in Middle Childhood Questionnaire (TMCQ) 2004. In Proceedings of the Poster Sess Present Occas Temperament Conference, Athens, GA, USA, 28 October 2004. [Google Scholar]
- Massonnié, J.; Frasseto, P.; Mareschal, D.; Kirkham, N.Z. Scientific Collaboration with Educators: Practical Insights from an in-Class Noise-Reduction Intervention. Mind Brain Educ. 2020, 14, 303–316. [Google Scholar] [CrossRef]
- Ponterotto, J.G.; Ruckdeschel, D.E. An Overview of Coefficient Alpha and a Reliability Matrix for Estimating Adequacy of Internal Consistency Coefficients with Psychological Research Measures. Percept. Mot. Ski. 2007, 105, 997–1014. [Google Scholar] [CrossRef] [PubMed]
- Little, R.J. A Test of Missing Completely at Random for Multivariate Data with Missing Values. J. Am. Stat. Assoc. 1988, 83, 1198–1202. [Google Scholar] [CrossRef]
- Bell, A.; Jones, K.; Fairbrother, M. Understanding and Misunderstanding Group Mean Centering: A Commentary on Kelley et al.’s Dangerous Practice. Qual. Quant. 2017, 1–6. [Google Scholar] [CrossRef] [Green Version]
- Cheslock, J.J.; Rios-Aguilar, C. Multilevel Analysis in Higher Education Research: A Multidisciplinary Approach. In Higher Education: Handbook of Theory and Research; Springer: Dordrecht, The Netherlands, 2011; pp. 85–123. [Google Scholar]
- American Psychiatric Association. Neurodevelopmental Disorders: DSM-5®; American Psychiatric Pub: Arlington, VA, USA, 2015. [Google Scholar]
- Kanakri, S.M.; Shepley, M.; Varni, J.W.; Tassinary, L.G. Noise and Autism Spectrum Disorder in Children: An Exploratory Survey. Res. Dev. Disabil. 2017, 63, 85–94. [Google Scholar] [CrossRef]
- Ng-Knight, T.; Gilligan-Lee, K.A.; Massonnié, J.; Gaspard, H.; Gooch, D.; Querstret, D.; Johnstone, N. Does Taekwondo Improve Children’s Self-Regulation? If so, How? A Randomized Field Experiment. Dev. Psychol. 2021, 58, 522–534. [Google Scholar] [CrossRef] [PubMed]
- Goodman, R. Psychometric Properties of the Strengths and Difficulties Questionnaire. J. Am. Acad. Child. Adolesc. Psychiatry 2001, 40, 1337–1345. [Google Scholar] [CrossRef]
- Putnam, S.P.; Ellis, L.K.; Rothbart, M.K. The Structure of Temperament from Infancy through Adolescence. In Advances in Research on Temperament; Pabst Scientist Publisher: Lengerich, Germany, 2001; pp. 163–180. [Google Scholar]
- Eysenck, H.J.; Eysenck, H.J. Psychophysiology and Personality: Extraversion, Neuroticism and Psychoticism. In Individual differences and psychopathology; Academic Press: Cambridge, MA, USA, 1983; Volume 3, pp. 13–30. [Google Scholar]
- Massonnié, J.; Mareschal, D.; Kirkham, N.Z. Individual Differences in Dealing with Classroom Noise Disturbances. Mind Brain Educ. 2022. [Google Scholar] [CrossRef]
- Massonnié, J.; Rogers, C.J.; Mareschal, D.; Kirkham, N.Z. Is Classroom Noise Always Bad for Children? The Contribution of Age and Selective Attention to Creative Performance in Noise. Front. Psychol. 2019, 10. [Google Scholar] [CrossRef]
- Guerra, G.; Tijms, J.; Vaessen, A.; Tierney, A.; Dick, F.; Bonte, M. Loudness and Intelligibility of Irrelevant Background Speech Differentially Hinder Children’s Short Story Reading. Mind Brain Educ. 2021, 15, 77–87. [Google Scholar] [CrossRef]
- Toplak, M.E.; West, R.F.; Stanovich, K.E. Practitioner Review: Do Performance-Based Measures and Ratings of Executive Function Assess the Same Construct? J. Child. Psychol. Psychiatry 2013, 54, 131–143. [Google Scholar] [CrossRef]
- Deater-Deckard, K.; Mullineaux, P.Y.; Beekman, C.; Petrill, S.A.; Schatschneider, C.; Thompson, L.A. Conduct Problems, IQ, and Household Chaos: A Longitudinal Multi-Informant Study. J. Child. Psychol. Psychiatry 2009, 50, 1301–1308. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Deater-Deckard, K.; Chen, N.; Wang, Z.; Bell, M.A. Socioeconomic Risk Moderates the Link between Household Chaos and Maternal Executive Function. J. Fam. Psychol. 2012, 26, 391–399. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Dumas, J.E.; Nissley, J.; Nordstrom, A.; Smith, E.P.; Prinz, R.J.; Levine, D.W. Home Chaos: Sociodemographic, Parenting, Interactional, and Child Correlates. J. Clin. Child. Adolesc. Psychol. 2005, 34, 93–104. [Google Scholar] [CrossRef] [PubMed]
- Matheny, A.P.; Wachs, T.D.; Ludwig, J.L.; Phillips, K. Bringing Order out of Chaos: Psychometric Characteristics of the Confusion, Hubbub, and Order Scale. J. Appl. Dev. Psychol. 1995, 16, 429–444. [Google Scholar] [CrossRef]
- Evans, G.W. The Environment of Childhood Poverty. Am. Psychol. 2004, 59, 77–92. [Google Scholar] [CrossRef] [Green Version]
- Evans, G.W.; Eckenrode, J.; Marcynyszyn, L. Poverty and Chaos. In Chaos and Its Influence On Children’s Development: An Ecological Perspective; American Psychological Association: Washington, DC, USA, 2010; pp. 225–238. [Google Scholar]
- Martin, A.; Razza, R.A.; Brooks-Gunn, J. Specifying the Links between Household Chaos and Preschool Children’s Development. Early Child. Dev. Care 2012, 182, 1247–1263. [Google Scholar] [CrossRef]
- Berry, D.; Blair, C.; Willoughby, M.; Garrett-Peters, P.; Vernon-Feagans, L.; Mills-Koonce, W.R.; Investigators, F.L.P.K. Household Chaos and Children’s Cognitive and Socio-Emotional Development in Early Childhood: Does Childcare Play a Buffering Role? Early Child. Res. Q. 2016, 34, 115–127. [Google Scholar] [CrossRef] [Green Version]
- Klatte, M.; Bergström, K.; Lachmann, T. Does Noise Affect Learning? A Short Review on Noise Effects on Cognitive Performance in Children. Front. Psychol. 2013, 4, 578. [Google Scholar] [CrossRef] [Green Version]
- Evans, G.W.; Gonnella, C.; Marcynyszyn, L.A.; Gentile, L.; Salpekar, N. The Role of Chaos in Poverty and Children’s Socioemotional Adjustment. Psychol. Sci. 2005, 16, 560–565. [Google Scholar] [CrossRef] [PubMed]
- Chere, B.; Kirkham, N. The Negative Impact of Noise on Adolescents’ Executive Function: An Online Study in the Context of Home-Learning during a Pandemic. Front. Psychol. 2021, 12. [Google Scholar] [CrossRef] [PubMed]
- Taborda, R.F.; Gomes, R.F.; Rocha, C.H.; Samelli, A.G. Evaluation of Noise Reduction Interventions in a School. Folia Phoniatr. Logop. 2021, 73, 367–375. [Google Scholar] [CrossRef] [PubMed]
n | Min | Max | M | SD | Skewness | Kurtosis | |
---|---|---|---|---|---|---|---|
NS (Single item) | 103 | 1 | 4 | 1.75 | 0.87 | 0.97 | 0.14 |
NS (Multiple items) | 104 | 1.29 | 3.71 | 2.48 | 0.60 | −0.05 | −0.92 |
Noise levels | 104 | 1 | 4 | 2.86 | 0.65 | −0.37 | 0.12 |
Hearing Difficulties | 104 | 1 | 4 | 1.55 | 0.74 | 1.63 | 2.48 |
Annoyance | 104 | 1 | 4 | 2.23 | 0.80 | 0.32 | −0.65 |
Attention Capture | 103 | 1 | 4 | 2.26 | 0.86 | 0.31 | −0.69 |
Interference | 101 | 1 | 4 | 2.11 | 0.81 | 0.42 | −0.47 |
Calm | 103 | 1 | 4 | 3.18 | 0.88 | −0.90 | 0.06 |
Relaxed | 102 | 1 | 4 | 2.85 | 1 | −0.33 | −1.01 |
Irritated | 102 | 1 | 4 | 1.26 | 0.63 | 2.42 | 5.20 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
---|---|---|---|---|---|---|---|---|---|---|
1. NS (Single item) | .41 *** | .08 | .35 *** | .39 *** | .15 | .23 * | −.13 | .07 | −.01 | |
2. NS (Multiple items) | .40 *** | .27 ** | .31 ** | .61 *** | .40 *** | .43 *** | −.13 | −.09 | .27 ** | |
3. Noise levels | .08 | .27 ** | .04 | .39 *** | .14 | .24 * | .08 | .11 | .16 | |
4. Hearing Difficulties | .35 *** | .32 ** | .04 | .31 ** | .22 * | .32 ** | −.14 | −.07 | .21 * | |
5. Annoyance | .39 *** | .61 *** | .39 *** | .31 ** | .39 *** | .35 *** | −.02 | .12 | .25 * | |
6. Attention Capture | .16 | .41 *** | .14 | .22 * | .39 *** | .57 *** | −.19 | −.08 | .26 * | |
7. Interference | .23 * | .43 *** | .24 * | .33 ** | .35 *** | .57 *** | −.13 | −.02 | .36 *** | |
8. Calm | −.14 | −.16 | .08 | −.14 | −.02 | −.18 | −.15 | .52 *** | −.17 | |
9. Relaxed | .06 | −.11 | .11 | −.07 | .12 | −.08 | −.02 | .51 *** | −.13 | |
10. Irritated | −.01 | .26 ** | .16 | .22 * | .26 * | .27 ** | .35 *** | −.19 | −.15 |
n | Min | Max | M | SD | Skewness | Kurtosis | |
---|---|---|---|---|---|---|---|
Reactions to classroom noise | |||||||
Hearing Difficulties | 227 | 1 | 4 | 2.06 | 0.76 | 0.62 | −0.03 |
Annoyance | 223 | 1 | 4 | 2.61 | 0.90 | −0.03 | −1.01 |
Attention Capture | 226 | 1 | 4 | 2.57 | 0.93 | −0.05 | −1.05 |
Interference | 223 | 1 | 4 | 2.69 | 0.89 | −0.11 | −1.06 |
Temperament | |||||||
Attentional Focus | 230 | 1 | 5 | 3.98 | 1 | −1.03 | 0.53 |
Impulsivity | 230 | 1 | 5 | 1.96 | 0.98 | 0.96 | 0.15 |
Inhibitory Control | 230 | 1 | 5 | 4.07 | 0.85 | −1.16 | 1.13 |
Activation Control | 230 | 1 | 5 | 4.06 | 1 | −1.22 | 0.93 |
Prosocial Behaviour | 230 | 1.20 | 3 | 2.58 | 0.48 | −1.01 | −0.07 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
---|---|---|---|---|---|---|---|---|---|
1. Hearing Difficulties | .34 *** | .32 *** | .35 *** | −.24 ** | .13 | −.15 * | −.24 *** | −.13 | |
2. Annoyance | .34 *** | .45 *** | .51 *** | −.21 ** | .15 * | −.15 * | −.16 * | −.01 | |
3. Attention Capture | .32 *** | .45 *** | .61 *** | −.09 | .12 | −.09 | −.10 | −.01 | |
4. Interference | .35 *** | .51 *** | .61 *** | −.18 * | .15 * | −.15 * | −.13 | −.03 | |
5. Attentional Focus | −.24 *** | −.21 ** | −.09 | −.17 * | −.75 *** | .75 *** | .77 *** | .59 *** | |
6. Impulsivity | .13 | .15 * | .12 | .15 * | −.75 *** | −.84 *** | −.64 *** | −.56 *** | |
7. Inhibitory Control | −.15 * | −.15 * | −.09 | −.15 * | .75 *** | −.84 *** | .73 *** | .60 *** | |
8. Activation Control | −.24 *** | −.16 * | −.10 | −.13 | .77 *** | −.64 *** | .73 *** | .66 *** | |
9. Prosocial Behaviour | −.13 | −.01 | −.01 | −.03 | .59 *** | −.56 *** | .60 *** | .66 *** |
Hearing Difficulties | β | β (p) | R2 |
---|---|---|---|
Age | −.01 | .909 | |
Activation Control | −.24 | <.001 | |
5.7 |
Annoyance | β | β (p) | R2 |
---|---|---|---|
Age | −.02 | .750 | |
Attentional Focus | −.21 | .002 | |
4.5 |
Interference | β | β (p) | R2 |
---|---|---|---|
Age | −.04 | .587 | |
Attentional Focus | −.17 | .012 | |
3.2 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Massonnié, J.; Frasseto, P.; Ng-Knight, T.; Gilligan-Lee, K.; Kirkham, N.; Mareschal, D. Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise. Int. J. Environ. Res. Public Health 2022, 19, 8815. https://doi.org/10.3390/ijerph19148815
Massonnié J, Frasseto P, Ng-Knight T, Gilligan-Lee K, Kirkham N, Mareschal D. Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise. International Journal of Environmental Research and Public Health. 2022; 19(14):8815. https://doi.org/10.3390/ijerph19148815
Chicago/Turabian StyleMassonnié, Jessica, Philippe Frasseto, Terry Ng-Knight, Katie Gilligan-Lee, Natasha Kirkham, and Denis Mareschal. 2022. "Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise" International Journal of Environmental Research and Public Health 19, no. 14: 8815. https://doi.org/10.3390/ijerph19148815
APA StyleMassonnié, J., Frasseto, P., Ng-Knight, T., Gilligan-Lee, K., Kirkham, N., & Mareschal, D. (2022). Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise. International Journal of Environmental Research and Public Health, 19(14), 8815. https://doi.org/10.3390/ijerph19148815