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- Lundquist, Pär, 1973-, et al.
(author)
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Annoyance and effects on work from noise at school
- 2000
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In: Noise and Health. - : Medknow Publications. - 1463-1741 .- 1998-4030. ; 2:8, s. 39-46
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Journal article (peer-reviewed)abstract
- The aim of this study is to investigate how students rate the annoyance and effects of noise in their working environment. 216 students, between the ages 13-15 years, and 12 teachers took part in this study. Sound level measurements were made for 20 minutes in the middle of a lesson for each class. On the measurement occasion the students were seated in a class room working on mathematics. Immediately after the sound level measurement, the students and the teachers filled in a questionnaire. The correlation between sound level and perceived annoyance and rated effect of noise on the students´ schoolwork was poor. The correlation between the annoyance and rated effect of noise on the students´ schoolwork was significant. Equivalent sound levels during mathematics lessons were 58-69 dB(A). Even though the sound levels were relatively high the students claimed that they were just moderately annoyed. More than 1/3 of the students claimed that the existing sound environment obstructed their work. No difference was found between boys and girls in rated annoyance and rated effect on their work. The younger students were more annoyed than the older ones. The participants claimed that chatter in the class room and scraping sounds from tables and chairs were the most annoying sound sources. The teachers shared this opinion. The concurrency between the students´ rating of their annoyance and the teachers´ rating of the students annoyance was remarkably low.
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| 2. |
- Lundquist, Pär, 1973-, et al.
(author)
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Evaluating effects of the class room environment : Development of an instrument for the measurement of self-reported mood among school children
- 2002
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In: Journal of Environmental Psychology. - : Elsevier. - 0272-4944 .- 1522-9610. ; 22:3, s. 289-293
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Journal article (peer-reviewed)abstract
- The aim of this study was to develop a mood-rating instrument primarily aimed at identifying effects of noise and other aspects of the classroom environment, that probably are of importance, for the children's scholastic performance. None of the existing mood questionnaires was found to be directly applicable to the target group, viz., children in upper compulsory school in Sweden. An adjective checklist containing 45 mood-describing adjectives was constructed and answered by a group of 280 students. Thirteen of the items had a non-response rate above 10 per cent and were excluded. The remaining 32 items were subjected to factor analyses, and another group of 443 students were used to cross-validate the obtained factor structure.The analyses showed that the adjective checklist reflected two slightly negatively correlated latent factors. One factor described task orientation, the other inattentiveness. A questionnaire was constructed containing 12 items covering the content of these two factors.This instrument reflects important aspects of the classroom climate. It is easy to administer, quickly completed, and should be useful in studies of the classroom environment.
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| 3. |
- Lundquist, Pär, 1973-, et al.
(author)
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Low frequency noise and annoyance in classroom
- 2000
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In: Journal of Low Frequency Noise Vibration and Active Control. - London : Multi-Science Publishing. - 0263-0923 .- 1461-3484 .- 2048-4046. ; 19:4, s. 175-181
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Journal article (peer-reviewed)abstract
- The most common method for noise assessment is the A-weighted sound pressure level. The question has been raised as to whether the frequency weighting with an A-filter gives a correct result when assessing the annoyance response to noise containing strong low frequency noise (LFN) components. One method suggested to identify LFN is the dB(C) – dB(A) difference. The aims of this study are to investigate if background noise in Swedish elementary schools is to be considered as LFN, further to test the hypothesis that students exposed to audible LFN at high levels are more annoyed than students exposed to LFN at lower levels. The results indicate that the noise in 16 out of 22 classrooms should be considered as LFN. The analysis did not show any difference in rated annoyance between students exposed to high LFN levels and students exposed to low LFN levels.
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| 4. |
- Lundquist, Pär, 1973-, et al.
(author)
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Sound levels in classrooms and effects on self-reported mood among school children
- 2006
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In: Perceptual and Motor Skills. - : Ammons Scientific. - 0031-5125 .- 1558-688X. ; 96:3 Pt 2, s. 1289-1299
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Journal article (peer-reviewed)abstract
- The principle of this field study is an investigation of recorded sound levels in 24 classrooms and relations between sound level measures and aspects of children's rated annoyance, task orientation, and inattentiveness. The background sound-exposure levels were distributed within the interval of 33-42 dB(A)eq and the activity sound level exposure ranged between 47-68 dB(A)eq. The recorded levels must be considered as high for work environments where steady concentration and undisturbed communication is essential. Results do not support the hypothesis that lower background-sound level and fewer students per class would improve the sound environment by generating a lower activity noise or the hypothesis that higher sound levels should increase annoyance and inattentiveness as well as deteriorate task orientation ratings.
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