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. | □ | □ | □ | □ |
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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 |
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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