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Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise

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  • Jessica Massonnié

    (Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK
    School of Education and Sociology, Faculty of Humanities and Social Sciences, University of Portsmouth, St. George’s Building, 141 High Street, Portsmouth PO1 2HY, UK)

  • Philippe Frasseto

    (Académie de Corse, Corsica, 20200 Bastia, France)

  • Terry Ng-Knight

    (School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford GU2 7XH, UK)

  • Katie Gilligan-Lee

    (School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford GU2 7XH, UK)

  • Natasha Kirkham

    (Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK)

  • Denis Mareschal

    (Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, UK)

Abstract

Environmental noise is one of the main sources of pollution in today’s modern world. Health effects associated with noise depend on both environmental exposure and individuals’ noise sensitivity. However, still little is known as to why some children are more noise sensitive than others. Studies to date have focused on adult populations and have not considered both cognitive and personality factors when explaining noise sensitivity. The current research investigates individual differences in noise sensitivity among elementary school children, with the aim of shedding light on its underlying mechanisms. Study 1 ( n = 112) validated a novel questionnaire assessing children’s reactions to classroom noise against two measures of noise sensitivity that are commonly used in adult populations. Study 2 ( n = 237) investigated how children’s reactions to classroom noise covaried with their effortful control and prosocial skills, both measured through a teacher report. Prosocial skills were not related to children’s reactions to noise. However, children with lower effortful control skills reported more negative reactions to classroom noise. Given the importance of effortful control skills to succeed at school, children at risk of school difficulty might also be the ones who are particularly vulnerable to noise.

Suggested Citation

  • Jessica Massonnié & Philippe Frasseto & Terry Ng-Knight & Katie Gilligan-Lee & Natasha Kirkham & Denis Mareschal, 2022. "Children’s Effortful Control Skills, but Not Their Prosocial Skills, Relate to Their Reactions to Classroom Noise," IJERPH, MDPI, vol. 19(14), pages 1-20, July.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:14:p:8815-:d:867112
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    References listed on IDEAS

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    1. Daniel Shepherd & David Welch & Kim N. Dirks & Renata Mathews, 2010. "Exploring the Relationship between Noise Sensitivity, Annoyance and Health-Related Quality of Life in a Sample of Adults Exposed to Environmental Noise," IJERPH, MDPI, vol. 7(10), pages 1-16, October.
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    Cited by:

    1. Chiara Visentin & Matteo Pellegatti & Maria Garraffa & Alberto Di Domenico & Nicola Prodi, 2023. "Be Quiet! Effects of Competing Speakers and Individual Characteristics on Listening Comprehension for Primary School Students," IJERPH, MDPI, vol. 20(6), pages 1-14, March.

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