The sound of silence
Children’s own perspectives on their hearing and listening in classrooms with different acoustic conditions
Bibliographic Data
| ID | 21490562 |
|---|---|
| Authors | Giulia Vettori (0000-0001-9616-1615, University of Florence, corresponding author), Laura Di Leonardo (University of Florence), Simone Secchi (0000-0002-8539-1578, University of Florence), Lucia Bigozzi (0000-0002-5685-633X, University of Florence) |
| Year | 2024 |
| Volume | 39 |
| Issue | 4 |
| Pages | 3803-3823 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-024-00819-4 |
| OpenAlex | W4392811145 |
| Language | EN |
| References cited | 47 |
In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality (short reverberation time [Short RT]) equipped with a sound-absorbing system. The results showed that auditory perception in the two conditions depends on the child’s age, with only fourth- and fifth-grade children reporting benefits from classroom acoustic correction. Our study provides preliminary results on children’s perspectives regarding their hearing and listening experiences during school learning, drawing out the implications for the design and implementation of school metacognitive interventions aimed at improving children’s and teachers’ awareness of motivational-affective, regulative, and environmental aspects favoring listening at school
Acoustics · Active listening · Audiology · Developmental psychology · Educational psychology · Silence · Communication · Early Childhood Education and Development · Educational Environments and Student Outcomes · Medicine · Noise Effects and Management · Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |