Evidence on whether music listening supports academic performance, particularly among students with attention deficit and hyperactivity disorder (ADHD), remains mixed. We explored associations between music listening while studying and academic performance (GPA: grade point average) among college students, and to evaluate whether the associations differed by ADHD status. We analyzed cross-sectional survey data from college students and conducted linear regression models with self-reported GPA as the dependent variable. Models were adjusted for sex, academic level, college affiliation, primary study location, weekly study hours, and preferred genre of music. A total of 541 students participated. Most of the students were at undergraduate level (84%), with a mean age of 20.78 years and mean GPA of 3.50. Among students with ADHD, listening to music while studying was associated with higher GPA (β = 0.42; p < 0.01), whereas preferring country music was associated with lower GPA (β = −0.33; p < 0.01). Undergraduate students with ADHD were associated with lower GPA (β = −0.31; p = 0.033). Among students without ADHD, preferring rap was associated with higher GPA (β = 0.30; p < 0.001), and CHBS affiliation (β = −0.15; p = 0.034) and listening to jazz (β = −0.16, p = 0.03) were associated with lower GPA. Associations between music listening and GPA differed by ADHD status and by preferred genre, suggesting the potential value of individualized recommendations rather than one-size-fits-all guidance.
Khan et al. (Thu,) studied this question.