ArticleNoise & health
The Mediating Role of Cognitive Load in Undergraduate Mathematics Learning: A Path Analysis of Noise Exposure and Mathematics Anxiety.
Article in Noise & health. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNoise exposure is a prevalent environmental factor in learning environments that may interfere with students' cognitive processes and emotional states.
objectiveThis study examined whether cognitive load mediates the relationship between noise exposure and mathematics anxiety among undergraduate mathematics students in Malaysia.
methodsThe study involved 387 undergraduate mathematics majors from four Malaysian universities. Classroom noise levels (equivalent continuous A-weighted sound level [LAeq], maximum sound level during the lecture [LAmax], background noise level exceeded for 90% of the time [LA90]) were measured using a Class 1 precision sound level meter, while mathematics anxiety and cognitive load were assessed using the Brief Math Anxiety Scale and the cognitive load inventory. Pearson correlations and path analysis with bootstrapping (5000 resamples) using the SPSS PROCESS macro were employed to test the hypothesised mediation model.
resultsNoise exposure was positively associated with cognitive load ( β = 0.115, P < 0.001) and mathematics anxiety ( β = 0.074, P < 0.001). Cognitive load significantly predicted mathematics anxiety ( β = 0.407, P < 0.001) and partially mediated the relationship between noise exposure and mathematics anxiety (indirect effect β = 0.047, 95% confidence interval [0.032, 0.064]). The model explained 42.1% of the variance in cognitive load and 55.5% of the variance in mathematics anxiety.
conclusionClassroom noise increases students' perceived cognitive load, which in turn amplifies mathematics anxiety. Optimising classroom acoustics and instructional design to minimise extraneous cognitive load may improve students' emotional well-being and cognitive performance in mathematics learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.