Individual factors and its association with experience noise annoyance in Swedish preschools

The Negative Impact of Noise on Adolescents’ Executive Function: An Online Study in the Context of Home-Learning During a Pandemic

“…The two significant correlations between these were that the higher they reported their annoyance with in-room noise, the noisier they reported their room to be and the more annoyed to noise in general they reported being compared to their peers. This coincides with the literature, where higher noise levels correlated with higher rates of annoyance (Lundquist et al, 2000;Ali, 2013;Minichilli et al, 2018). In terms of how the home measures correlated with subjective noise measures, unsurprisingly, higher home noise scores correlated with a perception of higher in-room noise levels.…”

“…While effects of noise on academic performance within the literature of noise-induced annoyance is often not directly measured, students have reported the belief that environmental noise levels have negatively affected their academics (Ali, 2013;Connolly et al, 2013). To note, no effects of gender on rates of annoyance have been found (Lundquist et al, 2000;Enmarker and Boman, 2004;Minichilli et al, 2018). We can therefore conclude that levels of indoor classroom noise are directly tied to rates of annoyance and self-reported academic performance.…”

“…Unfortunately, most of the literature on noise annoyance and its effects on development are focused specifically on road traffic noise (Massonnié et al, 2020), giving a very narrow understanding of noise-induced annoyance as it is a subjective measure that can vary individually depending on the type of noise (Enmarker and Boman, 2004). What is known, is that levels of reported noise have been directly tied to noise-induced annoyance, with higher levels of noise relating to higher rates of annoyance in adolescents aged 13-15 (Ali, 2013) and 11-18 (Minichilli et al, 2018), though another study with 13-to-15year-olds only found a poor correlation (Lundquist et al, 2000). Furthermore, adolescents have reported annoyance to both external and internal noises (Ali, 2013), though interestingly, one study found that adolescents aged 11-16 reported more annoyance for noise stemming from outside of the classroom compared to internal noise, even though noise from within the classroom occurred much more frequently (Connolly et al, 2013).…”

“…The findings looking at effects of age on rates of noise-induced annoyance are not as clear, with some studies showing that younger adolescents report more annoyance compared to their older peers (Lundquist et al, 2000;Ali, 2013;Minichilli et al, 2018), while another study found higher rates of noise-induced annoyance in older adolescents (Connolly et al, 2013). While effects of noise on academic performance within the literature of noise-induced annoyance is often not directly measured, students have reported the belief that environmental noise levels have negatively affected their academics (Ali, 2013;Connolly et al, 2013).…”

A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms

“…High burnout scores have been linked to low self-efficacy [9], which is defined as "beliefs in one's capabilities to organize and execute the courses and actions required to produce given attainments" [10] (p. 3). Higher degree of burnout seems to increase noise annoyance at work amongst pre-school teachers [11]. Teachers often express disturbance by noise and poor room acoustics [12,13].…”