DOCSLIB.ORG

Teacher Emotion Management in the Classroom: Appraisal

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teacher Emotion Management in the Classroom: Appraisal TEACHER EMOTION MANAGEMENT IN THE CLASSROOM: APPRAISAL, REGULATION, AND COPING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Mei-Lin Chang, M.A. The Ohio State University 2009 Dissertation Committee: Approved by Dr. Eric Anderman, Advisor __________________________ Dr. Heather Davis, Co-Advisor Adviser Dr. Anita Woolfolk Hoy __________________________ Dr. Richard Lomax Co-adviser College of Education and Human Ecology Copyright by Mei-Lin Chang 2009 Abstract Compared with other professions, teachers in P-12 schools seem to experience the highest level of emotional exhaustion. The purpose of this study was to examine teacher emotions within the context of teachers’ appraisals and the ways they regulate and cope with their emotions. This was done by exploring novice teachers’ appraisals of classroom disruptive behavior situations and by investigating the adaptive coping and emotion regulation strategies that ease teacher burnout. The underlying framework of this study is appraisal theory. Appraisal theory stresses a cognitive view of emotions: emotions are elicited by appraisals (evaluations/ judgments) of events and situations (Smith & Lazarus, 1990). Thus, judgments teachers make about the behaviors in the classroom underlie the emotions that are aroused. While appraisals are central to teachers’ emotional experiences in the classroom, emotion regulation and coping are considered as integral features of emotional process dynamics as well (Lazarus, 2002). This study was conducted by an on-line survey which collected data from 555 novice teachers in Ohio. In order to examine the antecedents of teacher emotions and the coping strategies teacher employed, the survey includes two parts: general ii and context-specific measures. General measures were developed to capture teacher’s sense of efficacy, emotion regulation patterns, and teacher burnout. In the context-specific measure, the participants self-identified and described a recent classroom incident in which they felt emotionally challenged. After describing the incident, participants responded to the survey items to identify the intensity of the discrete emotions, their emotional appraisals and coping strategies to the incident. Data were analyzed by using structural equation modeling (SEM, a method to build a model in explaining and exploring relations between variables). Two models were submitted to LISREL. The fit indices indicate an acceptable fit for both models (model 1: χ2=1195.26, df =678, RMSEA=0.04, SRMR=0.06, GFI=0.90, AGFI= 0.88 and CFI=0.96 and model 2: χ2=1367.06, df =693, RMSEA=0.04, SRMR=0.07, GFI=0.89, AGFI= 0.87 and CFI=0.96). Both models were able to explain how those antecedent judgments lead to teachers’ emotion and how the consequent emotions contribute to their feelings of burnout. Model two allows the researcher to examine the mediating effects of coping between teacher emotions and teacher burnout. Overall, model two explained 39% of the variance in unpleasant emotions, 41% in burnout, 13% in emotion-focused coping, and 9% in problem-focused coping reported by teachers. This study reveals a strong correlation between the appraisals teachers made iii about the incident and the intensity of emotions. In addition, the more intense the discrete emotions (e.g. anger, frustration, disappointment, and challenge) teachers felt from the one episode, the more likely teachers would eventually feel burned out. Emotion regulation by suppression was found to contributing to teacher burnout. Lastly, teacher efficacy and problem-focused coping strategies were found to be effective in easing burnout. This study adds new findings to the teacher burnout literature through examining teachers’ appraisals and emotion regulation processes in the classroom context. This study also addresses the substantial need for empirically-driven attention to emotion management through the judgments teachers make in their classrooms. The findings will help teachers become resilient to the potential stress and emotional exhaustion of the teaching profession. iv Dedicated to my family: my father, Chen-Liang; my mother, Chin-Chu my husband, Yung-Li (Luke); and my son, William v Acknowledgements I am very grateful for the support, encouragement, inspiration, wisdom, guidance, and friendship from many people around me during the process of completing my dissertation. I would like to start my thanks to my dearly advisor, Dr. Heather A. Davis. Words can hardly describe how much I feel I am blessed to have Dr. Davis as my advisor. Without her guidance and encouragement, I could not have accomplished many things throughout the four years. I cherish every step that she had carried me through this doctoral study: from finding a funding to support my doctoral study, developing a survey, analyzing the data, publishing my work in journal, completing my dissertation, to building my career. In addition, her expertise in emotion regulation and teacher-student relationships guided me through the inquiry of this project. She is not only an adviser for me, but also a great mentor, a dear friend, and a scholarly model. She made me believe what I could accomplish and succeed in this career. She gave me every kind of training I need to become a researcher. She will always be my role model in many ways: her scholarship, her genuine caring and rigorous expectations to her students, her critical and in-depth feedback for students’ work, and her humor. Because of her, I am who I am today as an educational researcher and a teacher educator. My heartfelt gratitude also goes to Dr. Eric Anderman who has become my advisor during my fourth year. It was with his kindly and warmly support that I was able to get through the final and critical stage of my doctoral study. Working with him, I was able to develop a critical eye in examining my data and my analysis. vi I am also very grateful for his advice and help with publication, teaching, and job search. I would like to express my gratitude to Dr. Anita Woolfolk Hoy. I have tremendous respect of her accomplishments in the field of educational psychology. She is the kindest and humblest scholar I have ever met. Her warm demeanor to her students will always be my example. I can’t describe how fortunate I think I am to be one of her students. I greatly appreciate her thoughtful comments and feedback for this project. It was in many of her seminars that I was exposed the important scholarly work in teacher efficacy and teacher motivation. I also am very appreciative of the tremendous support from Dr. Richard Lomax. I can’t thank him enough for his mentoring during my doctoral study. His classes in quantitative methods provided me with a solid foundation on which this project was launched. He also has significant contribution to this project with his expertise in Structural Equation Modeling. Through his mentoring, I was able to carry out the data analysis successfully. In addition, his patience with my every little trivial question helped me to build my confidence in completing this project. There are many faculty in the program that I would like to extend my gratitude. I am very thankful for Dr. Robert Hite’s comments when I was developing this study during my candidacy; Dr. O’Connell’s expertise and advices in factor analysis when I was developing my instruments; Dr. Tuckman’s caring through these four years; and Dr. Lynley Anderman’s advice with publication. There are people who helped me to collect the data that I owe my thanks to: Dr. Loadman and Raeal Moore in the Teacher Quality Partnership project. Mr. Bryan Yontz from Wittenberg University, Dr. Joy Cowdery from Muskingum College, Ms. Pamela Nickell from Wilmington College. Without their help, I would not be able to vii recruit pre-service teachers for my pilot study and in-service teachers for my dissertation study. I am incredibly thankful for my dear colleagues in the program. Without their inspirations and help, I could not have completed my doctoral study. Carey Andrezjewski, Ryan Poirier, and Evan Straub were my important models in this doctoral study. They have always been there to provide any help whenever I need it. They are also like my academic sisters/brothers in holding my hands through this process from listening to my ideas, helping me refining my ideas, to reviewing my documents. I am very grateful for my peers, Sarah Kozel Silverman, Melissa Newberry, Mike Yough, Paige Bruening, Tony Durr and Kimberly Hughes who offered their invaluable time and advice for reviewing my instruments and documents. I would like to give special thanks to Sarah Kozel Silverman who has inspired me intellectually during my doctoral study. I was very fortunate to experience my doctoral education synchronically with her. I am also thankful for Heather Dawson and DeLeon Gray who have also supported me on this path. I also want to thank my Taiwanese and Chinese fellows who gave me endless support: I-Chia Chou, WeiJia Ren, Jian Li, Sophia Lee, Carrie Lin, Ian Wei, Tony, and MengPei. My greatest gratitude goes to I-Chia, who has supported me from the very beginning of my doctoral study. She has helped my writing with her expertise in literacy and she has also helped take care of my son during my last phase of writing. My deepest gratitude goes to my family: my mother, my strength, Chin-Chu; my father, my stronghold, Cheng-Liang; my sisters, my shelter, Mei-Chuan, Bi-Yu; my brother, my shoulder, Yu-Zhen; and my encourager and helper, my father- and mother-in-law, Taih-Siung Liang, and Yuan-Hsiang Tso. Without the love, viii support, and prayer from you all, I could not have completed this project. I also owe my special thanks to my mother and my father-in-law who sacrificed their time and energy to take care of me and my son, William during the final stage of the completion of the dissertation.
Load more

Recommended publications
  • Negative Emotions, Resilience and Mindfulness in Well-Being
    Psychology and Behavioral Science International Journal ISSN 2474-7688 Research Article Psychol Behav Sci Int J Volume 13 Issue 2 - September 2019 Copyright © All rights are reserved by James Collard DOI: 10.19080/PBSIJ.2019.13.555857 The Role of Functional and Dysfunctional Negative Emotions, Resilience and Mindfulness in Well-Being B Shahzad and J Collard* School of Psychology, The Cairnmillar Institute, Australia Submission: August 01, 2019; Published: September 09, 2019 *Corresponding author: James Collard, School of Psychology, The Cairnmillar Institute, Melbourne, Australia Abstract This study sets out to investigate the binary model of emotions. It explores the relationships between suggested functional negative emotions and dysfunctional negative emotions with mindfulness, resilience, and well-being. The study was based on a sample of 104 adult participants. Results indicated that participants differentiated between proposed functional and dysfunctional negative emotion categories. Results of the structural equation modelling (SEM) demonstrated that functional negative emotions and dysfunctional negative emotions uniquely contributed to reduced well-being. The relationship of functional negative emotions to well-being was mediated by participants’ resilience levels. The relationship of dysfunctional negative emotions to well-being was mediated by participants’ resilience and mindfulness levels. SEM results indicated partial mediation, as the direct effect of functional and dysfunctional negative emotions on well-being was still
    [Show full text]
  • Identifying Expressions of Emotions and Their Stimuli in Text
    Identifying Expressions of Emotions and Their Stimuli in Text by Diman Ghazi Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Ph.D. degree in Computer Science School of Electrical Engineering and Computer Science Faculty of Engineering University of Ottawa c Diman Ghazi, Ottawa, Canada, 2016 Abstract Emotions are among the most pervasive aspects of human experience. They have long been of interest to social and behavioural sciences. Recently, emotions have attracted the attention of researchers in computer science and particularly in computational linguistics. Computational approaches to emotion analysis have also focused on various emotion modalities, but there is less effort in the direction of automatic recognition of the emotion expressed. Although some past work has addressed detecting emotions, detecting why an emotion arises is ignored. In this work, we explore the task of classifying texts automatically by the emotions expressed, as well as detecting the reason why a particular emotion is felt. We believe there is still a large gap between the theoretical research on emotions in psy- chology and emotion studies in computational linguistics. In our research, we try to fill this gap by considering both theoretical and computational aspects of emotions. Starting with a general explanation of emotion and emotion causes from the psychological and cognitive perspective, we clarify the definition that we base our work on. We explain what is feasible in the scope of text and what is practically doable based on the current NLP techniques and tools. This work is organized in two parts: first part on Emotion Expression and the second part on Emotion Stimulus.
    [Show full text]
  • Understanding the Work of Pre-Abortion Counselors
    Understanding the Work of Pre-abortion Counselors A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Jennifer M. Conte December 2013 © 2013 Jennifer M. Conte: All Rights Reserved. 2 This dissertation titled Understanding the Work of Pre-abortion Counselors by JENNIFER M. CONTE has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Yegan Pillay Associate Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract CONTE, JENNIFER M., Ph.D., December 2013, Counselor Education Understanding the Work of Pre-abortion Counselors Director of Dissertation: Yegan Pillay This qualitative study examined the experiences of individuals who work in abortion clinics as pre-abortion counselors. Interviewing was the primary method of inquiry. Although information regarding post-abortion distress is documented in the literature, pre-abortion counseling is rarely found in the literature. This study sought to fill a void in the literature by seeking to understand the experience of pre-abortion counselors. The documented experiences shared several themes such as a love for their job, having a non-judgmental attitude, and having a previous interest in reproductive health care. 4 Preface In qualitative methodology, the researcher is the instrument (Patton, 2002). Therefore, it is important to understand the lenses through which I am examining the phenomena of pre-abortion counseling. The vantage point that I offer is influenced by my experiences as a pre-abortion counselor. I have considered myself to be pro-choice ever since I can remember thinking about the topic of abortion.
    [Show full text]
  • The Lived Experience of Being Born Into Grief
    The lived experience of being born into grief Michelle Holt A thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Doctor of Health Science (DHSc) 2018 School of Public Health and Psychosocial Studies Faculty of Health and Environmental Sciences Primary Supervisor: Dr Jacqueline Feather Abstract This study explores the meaning of the lived experience of being born into grief. Using a phenomenological hermeneutic methodology, informed by the writings of Martin Heidegger [1889-1976] and Hans-George Gadamer [1900-2002], this research provides an understanding of the lived experience of having been a baby when one or both parents were grieving (born into grief). The review of the literature identified physical effects of being born when a mother was stressed but no literature was found which discussed emotional effects that a baby may incur due to stress or grief of a parent. The notion of grief was explored and literature pertaining to early childhood adversity reviewed as a possible resource for bringing light to how it may be for babies born into grief. The literature indicated that possible long term complications such as rebellious behaviour, poor relationships, poor mental and physical health, could be a result of early adversity. The literature on understanding effects of grief from a conceptual perspective, rather than from the lived experience perspective, provided a platform for this study. In this study nine New Zealand participants told their stories about the grief situation they were born into and how they thought it had affected them. Data were gathered in the form of semi structured interviews which were audio recorded and transcribed verbatim.
    [Show full text]
  • At Least 13 Dimensions Organize Subjective Experiences Associated with Music Across Different Cultures
    What music makes us feel: At least 13 dimensions organize subjective experiences associated with music across different cultures Alan S. Cowena,1,2, Xia Fangb,c,1, Disa Sauterb, and Dacher Keltnera aDepartment of Psychology, University of California, Berkeley, CA 94720; bDepartment of Psychology, University of Amsterdam, 1001 NK Amsterdam, The Netherlands; and cDepartment of Psychology, York University, Toronto, ON M3J 1P3, Canada Edited by Dale Purves, Duke University, Durham, NC, and approved December 9, 2019 (received for review June 25, 2019) What is the nature of the feelings evoked by music? We investi- people hear a moving or ebullient piece of music, do particular gated how people represent the subjective experiences associated feelings—e.g., “sad,”“fearful,”“dreamy”—constitute the foun- with Western and Chinese music and the form in which these dation of their experience? Or are such feelings constructed representational processes are preserved across different cultural from more general affective features such as valence (pleasant vs. groups. US (n = 1,591) and Chinese (n = 1,258) participants listened unpleasant) and arousal (9, 11–15)? The answers to these to 2,168 music samples and reported on the specific feelings (e.g., questions not only illuminate the nature of how music elicits “ ”“ ” angry, dreamy ) or broad affective features (e.g., valence, subjective experiences, but also can inform claims about how the arousal) that they made individuals feel. Using large-scale statisti- brain represents our feelings (8, 15), how infants learn to rec- cal tools, we uncovered 13 distinct types of subjective experience ognize feelings in themselves and others (16), the extent to which associated with music in both cultures.
    [Show full text]
  • Chinese Cultural Values and Chinese Language Pedagogy
    CHINESE CULTURAL VALUES AND CHINESE LANGUAGE PEDAGOGY A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of the Ohio State University By Bo Zhu, M.A. The Ohio State University Master’s Examination Committee Approved by Dr. Galal Walker, Adviser Dr. Mari Noda ________________________________ Adviser Graduate Program in East Asian Languages and Literatures Copyright @ 2008 Bo Zhu ABSTRACT Cultural values hold great control on people’s social behaviors. To become culturally competent, it is important for second language learners to understand primary cultural values in the target culture and to behave in accordance with those values. Cultural themes are the behavioral norms that people share in a society in pursuit of cultural values, which help learners relate what they learn to do with cultural values. The purpose of this study is to identify pedagogical cultural values and cultural themes in Chinese language education and propose a performance-based language curriculum, which integrates cultural values and cultural themes into language pedagogy. There are mainly three research questions discussed. First, what are the primary components in the Chinese cultural value system? Second, how is a cultural value manifest and managed in social behaviors? Third, how can a performance-based language curriculum integrate cultural values and cultural themes? This thesis analyzes the nature of cultural values and the components of Chinese cultural value system, with goals to identify pedagogical cultural values in Chinese language education. Seven cultural values are selected based on proposed criteria as primary pedagogical cultural themes in Chinese language education.
    [Show full text]
  • Essentials of Care for @Eople 3Iving in Shelter
    Shelter Health: Essentials of Care for eople iving in Shelter >en >raybill, MSW Deff Elivet, MA ational Health Care for the Homeless Council www.nhchc.org Shelter Health: Essentials of Care for eople iving in Shelter The ational Health are for the Homeless ouncil The ational Health Care for the Homeless Council began as an element of the -proect HCH demonstration program of the Robert Wood ohnson Foundation and the ew Memorial Trust. We are now over rganiational Members and over 00 individuals who provide care for homeless people throughout the country. ur rganiational members include grantees and subcontractors in the federal Health Care for the Homeless funding stream, members of the Respite Care roviders etwork, and others. Homeless and formerly homeless people who formally advise local HCH proects comprise the ational Consumer Advisory oard and participate in the governance of the ational Council. 4tatement of 5rinciples We recognie and believe that: ! homelessness is unacceptable ! every person has the right to adequate food, housing, clothing and health care ! all people have the right to participate in the decisions affecting their lives ! contemporary homelessness is the product of conscious social and economic policy decisions that have retreated from a commitment to insuring basic life necessities for all people ! the struggle to end homelessness and alleviate its consequences takes many forms including efforts to insure adequate housing, health care, and access to meaningful work. 7ission 4tatement The mission of the ational Council is to help bring about reform of the health care system to best serve the needs of people who are homeless, to work in alliance with others whose broader purpose is to eliminate homelessness, and to provide support to Council members.
    [Show full text]
  • The Anxious, the Furious, and the Annoyed Hidden Shame in the Academic Library
    the way I see it Erin McAfee The anxious, the furious, and the annoyed Hidden shame in the academic library n March 2018, my manuscript on library through the eyes of others, we are feeling the Ishame was published in College & Research shame affect. When we feel powerless, awk- Libraries.1 The paper’s focus is library anxi- ward, ridiculed, embarrassed, weird, strange, ety, but more accurately it is about the shared or humiliated, we are feeling manifestations experience of normal shame for both the of normal shame. librarian and the user. When shame is mis- identified as maladaptive behavior by both Shame’s role in the learning process the librarian and user, it results in alienation When Carol Kuhlthau developed a model of or conflict. When shame is identified by the the library research process, she discovered librarian as normal, it strengthens the rela- that students felt threatened within seconds tionship with the user. of a research project being assigned.3 Ab- According to scholars who study the sorbing new ideas and information requires shame affect, shame by itself is not a bad an awareness that one’s own knowledge thing. The problem is that most of our shame is either incorrect or lacking, therefore we is hidden.2 We hide shame behind vague must devalue our own knowledge if we language. When we do use the s-word, it are to accept new information. For many is narrowly defined. For example, library people, this threat or devaluation (normal anxiety is nothing more than library shame, shame) is embraced as a challenge.
    [Show full text]
  • Bi-Modal Annoyance Level Detection from Speech and Text
    Procesamiento del Lenguaje Natural, Revista nº 61, septiembre de 2018, pp. 83-89 recibido 04-04-2018 revisado 29-04-2018 aceptado 04-05-2018 Bi-modal annoyance level detection from speech and text Detecci´ondel nivel de enfado mediante un sistema bi-modal basado en habla y texto Raquel Justo, Jon Irastorza, Saioa P´erez,M. In´esTorres Universidad del Pa´ısVasco UPV/EHU. Sarriena s/n. 48940 Leioa. Spain fraquel.justo,[email protected] Abstract: The main goal of this work is the identification of emotional hints from speech. Machine learning researchers have analysed sets of acoustic parameters as potential cues for the identification of discrete emotional categories or, alternatively, of the dimensions of emotions. However, the semantic information gathered in the text message associated to its utterance can also provide valuable information that can be helpful for emotion detection. In this work this information is included within the acoustic information leading to a better system performance. Moreover, it is noticeable the use of a corpus that include spontaneous emotions gathered in a realistic environment. It is well known that emotion expression depends not only on cultural factors but also on the individual and on the specific situation. Thus, the conclusions extracted from the present work can be more easily extrapolated to a real system than those obtained from a classical corpus with simulated emotions. Keywords: speech processing, semantic information, emotion detection on speech, annoyance tracking, machine learning Resumen: El principal objetivo de este trabajo es la detecci´onde cambios emo- cionales a partir del habla. Diferentes trabajos basados en aprendizaje autom´atico han analizado conjuntos de par´ametrosac´usticoscomo potenciales indicadores en la identificaci´onde categor´ıasemocionales discretas o en la identificaci´ondimensional de las emociones.
    [Show full text]
  • Context Based Emotion Recognition Using EMOTIC Dataset
    IEEE TRANSACTIONS ON PATTERN ANALYSIS AND MACHINE INTELLIGENCE 1 Context Based Emotion Recognition using EMOTIC Dataset Ronak Kosti, Jose M. Alvarez, Adria Recasens, Agata Lapedriza Abstract—In our everyday lives and social interactions we often try to perceive the emotional states of people. There has been a lot of research in providing machines with a similar capacity of recognizing emotions. From a computer vision perspective, most of the previous efforts have been focusing in analyzing the facial expressions and, in some cases, also the body pose. Some of these methods work remarkably well in specific settings. However, their performance is limited in natural, unconstrained environments. Psychological studies show that the scene context, in addition to facial expression and body pose, provides important information to our perception of people’s emotions. However, the processing of the context for automatic emotion recognition has not been explored in depth, partly due to the lack of proper data. In this paper we present EMOTIC, a dataset of images of people in a diverse set of natural situations, annotated with their apparent emotion. The EMOTIC dataset combines two different types of emotion representation: (1) a set of 26 discrete categories, and (2) the continuous dimensions Valence, Arousal, and Dominance. We also present a detailed statistical and algorithmic analysis of the dataset along with annotators’ agreement analysis. Using the EMOTIC dataset we train different CNN models for emotion recognition, combining the information of the bounding box containing the person with the contextual information extracted from the scene. Our results show how scene context provides important information to automatically recognize emotional states and motivate further research in this direction.
    [Show full text]
  • Emptiness: a Practical Course for Meditators
    Emptiness: A Practical Course for Meditators LESSON 6 READING: Introduction, Chapters 11, 12, & 13 Wisdom Pubs, Inc. -- Not for Distribution 11. THE END OF KARMA Sitting quietly, doing nothing, Spring comes, and the grass grows by itself. —Zenrin Kushu1 IN EARLIER CHAPTERS we saw that each moment of experience consists only of arising and passing sense phenomena, constantly forming and dissolving. In the last two chapters we’ve seen how, despite the lack of any ongoing entity, pat- terns of action continue; each moment conditions the next in such a way that volitional formations repeat themselves. In the Buddhist view, this continuity extends even beyond death into rebirth. In this chapter we will explore the cre- ation and the undoing of karmic patterns—how we become bound and how we become free. At first glance, the concepts of not-self and karma might seem opposed or even contradictory. If there is no ongoing self, why do the results of my actions come back to me? Why don’t they come to you? If there is no self, who is it that is affected by the results of karma? In the Buddha’s time, one of his disciples raised this question: “What self, then, will actions done by the not-self affect?”2 The Buddha essentially told the monk that he hadn’t been paying attention. Since you, no doubt, have been paying close attention, you will know that this is another of those questions that has no answer Wisdom Pubs, Inc. -- Not for Distribution because it has been wrongly posed.
    [Show full text]
  • Searching for the Association Between Misophonia Symptoms, Noise Sensitivity, and Noise Annoyance
    Searching for the association between misophonia symptoms, noise sensitivity, and noise annoyance Katarina Paunović1*, Sanja Milenković1 1 University of Belgrade, Faculty of Medicine, Institute of Hygiene and Medical Ecology, Belgrade, Serbia *Corresponding author's e-mail address: [email protected] ABSTRACT The association between noise annoyance, noise sensitivity, and misophonia symptoms is currently unknown. A cross-sectional study was performed among 531 medical students (aged 22±2 years). Noise annoyance from seven outdoor and indoor sources was self-reported using a verbal annoyance scale. Students were predominantly annoyed by the electrical appliances in the buildings (19.6% of all students), construction works on the streets (17.7%), humans or animals indoors or outdoors (15.3%), and road traffic (10.2%). Noise sensitivity was measured with Weinstein’s Noise Sensitivity Scale. High noise sensitivity was an independent predictor for high annoyance from almost all sources. Misophonia symptoms (adverse reactions to specific provoking sounds emitted by humans) were reported using a modified Amsterdam Misophonia scale. High perceived misophonia doubled the chance of reporting high annoyance from road traffic, construction works on the streets, electrical appliances indoors, humans and animals, independently from age, gender, perceived anxiety, perceived depression, and noise sensitivity. Perceived depression was predictor for high annoyance from air traffic, construction works on the streets, and humans or animals. Perceived anxiety was not associated with high noise annoyance. INTRODUCTION Annoyance is a specific combination of emotional, attitudinal, cognitive, and behavioral responses to environmental noise. It arises from a series of stress-related fight-or-flight reactions inside the human body and is typically defined as a feeling of irritation, anxiety, frustration, provocation, displeasure, or disturbance due to noise [1].
    [Show full text]