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Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work.

Persson, Roger LU ; Kristiansen, Jesper; Lund, Søren P; Shibuya, Hitomi and Nielsen, Per Møberg (2013) In Noise & Health 15(67). p.446-453
Abstract
Background noise and room acoustics may impede social interactions by interfering with oral communication and other cognitive processes. Accordingly, recent research in school environments has showed that social relationships with peers and teachers are described more negatively in rooms with long reverberation times (RT). The purpose of this study was to investigate how RT and hearing ability (i.e., hearing thresholds [HT] and distortion product oto-acoustic emissions) were associated with schoolteachers' perceptions of the social climate at work and their intentions to stay on the job. Schoolteachers (n = 107) from 10 schools that worked in classrooms classified by acoustical experts as "short RT" (3 schools, mean RT 0.41-0.47 s),... (More)
Background noise and room acoustics may impede social interactions by interfering with oral communication and other cognitive processes. Accordingly, recent research in school environments has showed that social relationships with peers and teachers are described more negatively in rooms with long reverberation times (RT). The purpose of this study was to investigate how RT and hearing ability (i.e., hearing thresholds [HT] and distortion product oto-acoustic emissions) were associated with schoolteachers' perceptions of the social climate at work and their intentions to stay on the job. Schoolteachers (n = 107) from 10 schools that worked in classrooms classified by acoustical experts as "short RT" (3 schools, mean RT 0.41-0.47 s), "medium RT" (3 schools, mean RT 0.50-0.53 s), and "long RT" (4 schools, mean RT 0.59-0.73 s) were examined. Teachers who worked in classrooms with long RT perceived their social climate to be more competitive, conflict laden, and less relaxed and comfortable. They were more doubtful about staying on the job. Even if the teachers were generally satisfied with their work the results suggest that the comfort at work may have been further improved by acoustical interventions that focus on reducing sound reflections in the classrooms. Yet, due the study design and the novelty of the findings the potential practical significance of our observations remains to be evaluated. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Noise & Health
volume
15
issue
67
pages
446 - 453
publisher
Medknow Publications
external identifiers
  • wos:000328906200009
  • pmid:24231423
  • scopus:84890609992
ISSN
1463-1741
DOI
10.4103/1463-1741.121254
language
English
LU publication?
yes
id
cb070339-b14f-4ae8-8733-936ab5af8074 (old id 4179348)
alternative location
http://www.noiseandhealth.org/article.asp?issn=1463-1741;year=2013;volume=15;issue=67;spage=446;epage=453;aulast=Persson
date added to LUP
2013-12-05 13:50:50
date last changed
2019-03-08 02:20:53
@article{cb070339-b14f-4ae8-8733-936ab5af8074,
  abstract     = {Background noise and room acoustics may impede social interactions by interfering with oral communication and other cognitive processes. Accordingly, recent research in school environments has showed that social relationships with peers and teachers are described more negatively in rooms with long reverberation times (RT). The purpose of this study was to investigate how RT and hearing ability (i.e., hearing thresholds [HT] and distortion product oto-acoustic emissions) were associated with schoolteachers' perceptions of the social climate at work and their intentions to stay on the job. Schoolteachers (n = 107) from 10 schools that worked in classrooms classified by acoustical experts as "short RT" (3 schools, mean RT 0.41-0.47 s), "medium RT" (3 schools, mean RT 0.50-0.53 s), and "long RT" (4 schools, mean RT 0.59-0.73 s) were examined. Teachers who worked in classrooms with long RT perceived their social climate to be more competitive, conflict laden, and less relaxed and comfortable. They were more doubtful about staying on the job. Even if the teachers were generally satisfied with their work the results suggest that the comfort at work may have been further improved by acoustical interventions that focus on reducing sound reflections in the classrooms. Yet, due the study design and the novelty of the findings the potential practical significance of our observations remains to be evaluated.},
  author       = {Persson, Roger and Kristiansen, Jesper and Lund, Søren P and Shibuya, Hitomi and Nielsen, Per Møberg},
  issn         = {1463-1741},
  language     = {eng},
  number       = {67},
  pages        = {446--453},
  publisher    = {Medknow Publications},
  series       = {Noise & Health},
  title        = {Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work.},
  url          = {http://dx.doi.org/10.4103/1463-1741.121254},
  volume       = {15},
  year         = {2013},
}