Music's Relationship‐Building Function and University Students' Well‐Being: The Moderating Role of Household Chaos

Objective This study investigated how household chaos moderates the link between the relationship‐building function of music (RBFM) and well‐being, with a focus on the mediating role of social–emotional competence. Background Although the relationship between RBFM and well‐being has garnered significant attention, the role of family environmental factors remains underexplored. Household chaos may shape the extent to which individuals benefit from music‐based social interactions. Method A total of 616 participants (M age = 19.22, SD = 1.32) completed self‐report measures assessing RBFM, household chaos, social–emotional competence, and well‐being. Results Household chaos significantly moderated the relationship between RBFM and well‐being. Specifically, this association was stronger among students from lower‐chaos households, whereas it was not significant among those from higher‐chaos households. Social–emotional competence mediated the association between RBFM and well‐being, but this mediation was only significant in lower‐chaos environments. Conclusion RBFM was linked to well‐being partly through social–emotional competence, and this indirect association varied by levels of household chaos. Implications These findings highlight the potential relevance of adolescent family environments to the role of music as a tool for well‐being, underscoring the need for targeted support to help young people from chaotic households in leveraging music for emotional regulation and social connection.