Azzi Noad-Maria, Obeid Sahar, Hallit Rabih, Malaeb Diana, El Khatib Sami, Dabbous Mariam, Sakr Fouad, Hallit Souheil, Azzi Vanessa
Faculty of Medicine, University of Strasbourg, Strasbourg, 67000, France.
Department of Psychology and Education, School of Arts and Sciences, Lebanese American University, Jbeil, Lebanon.
BMC Psychol. 2025 Mar 3;13(1):188. doi: 10.1186/s40359-025-02409-5.
The primary objective of the current study was to evaluate the correlation between noise-induced annoyance and the cognitive performance within the Lebanese adolescent population and the moderating effect of psychosocial work aspects-namely effort, reward, and overcommitment- in this association.
An anonymous online survey was conducted in Lebanon between April and May 2023, using a snowball sampling technique and distributed across various social media platforms, to gather data from Lebanese adolescents. The sample was composed of 1269 adolescents. Participants voluntarily completed a self-administered Arabic questionnaire that consisted of a sociodemographic section and implemented three scales: Noise Annoyance scale, Effort-Reward in school scale, as well as LEAF scale.
The moderation analysis findings revealed that at low levels of effort, higher noise annoyance was significantly associated with worse memory function (Beta = 0.94; p =.002) and mathematics skills (Beta = 0.40; p =.002), whereas at low (Beta = 0.49; p <.001) and moderate (Beta = 0.29; p =.001) levels of effort, it was significantly associated with worse sustained sequential processing. At low and moderate levels of reward, higher noise annoyance was significantly associated with worse attention (Beta = 0.48; p <.001 and Beta = 0.20; p <.031 respectively), sustained sequential processing (Beta = 0.43; p <.001 and Beta = 0.22; p =.013 respectively) and working memory (Beta = 0.47; p <.001 and Beta = 0.28; p =.002 respectively). At low levels of reward, higher annoyance was significantly associated with worse memory function (Beta = 0.82; p =.007), processing speed (Beta = 0.38; p =.001) and mathematic skills (Beta = 0.28; p =.026). Finally, at low and moderate levels of overcommitment, higher noise annoyance was significantly associated with worse factual memory (Beta = 0.49; p <.001 and Beta = 0.25; p =.005 respectively), worse attention (Beta = 0.45; p <.001 and Beta = 0.26; p =.005 respectively) and worse processing speed (Beta = 0.43; p <.001 and Beta = 0.23; p =.012 respectively).
This study could encourage the integration of targeted interventions and strategic measures that address both noise annoyance and psychosocial working conditions, defined as the academic work students perform both at school and at home, to proactively prevent the emergence of cognitive impairment among the adolescent population.
本研究的主要目的是评估黎巴嫩青少年群体中噪声诱发的烦恼与认知表现之间的相关性，以及心理社会工作因素（即努力、回报和过度投入）在这种关联中的调节作用。
2023年4月至5月期间，在黎巴嫩进行了一项匿名在线调查，采用滚雪球抽样技术，并在各种社交媒体平台上分发，以收集黎巴嫩青少年的数据。样本由1269名青少年组成。参与者自愿完成一份自我填写的阿拉伯语问卷，该问卷包括一个社会人口统计学部分，并采用了三个量表：噪声烦恼量表、学校中的努力-回报量表以及LEAF量表。
调节分析结果显示，在低努力水平下，较高的噪声烦恼与较差的记忆功能（β = 0.94；p = 0.002）和数学技能（β = 0.40；p = 0.002）显著相关，而在低（β = 0.49；p < 0.001）和中等（β = 0.29；p = 0.001）努力水平下，它与较差的持续顺序处理能力显著相关。在低和中等回报水平下，较高的噪声烦恼与较差的注意力（分别为β = 0.48；p < 0.001和β = 0.20；p < 0.031）、持续顺序处理能力（分别为β = 0.43；p < 0.001和β = 0.22；p = 0.013）和工作记忆（分别为β = 0.47；p < 0.001和β = 0.28；p = 0.002）显著相关。在低回报水平下，较高的烦恼与较差的记忆功能（β = 0.82；p = 0.007）、处理速度（β = 0.38；p = 0.001）和数学技能（β = 0.28；p = 0.026）显著相关。最后，在低和中等过度投入水平下，较高的噪声烦恼与较差的事实性记忆（分别为β = 0.49；p < 0.001和β = 0.25；p = 0.005）、较差的注意力（分别为β = 0.45；p < 0.001和β = 0.26；p = 0.005）和较差的处理速度（分别为β = 0.43；p <
0.001和β = 0.23；p = 0.012）显著相关。
本研究可以鼓励整合有针对性的干预措施和战略措施，这些措施既要解决噪声烦恼问题，也要解决心理社会工作条件问题（定义为学生在学校和家中进行的学业），以积极预防青少年群体中认知障碍的出现。
