Award Date
5-15-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Lisa Bendixen
Second Committee Member
Kendall Hartley
Third Committee Member
Jonathan Hilpert
Fourth Committee Member
Abraham Flanigan
Fifth Committee Member
Andreas Stefik
Number of Pages
157
Abstract
Despite undergraduate students’ widespread use of music while studying, research remains divided on how music supports or interferes with learning processes. This exploratory sequential mixed methods study sought to understand the conditions in which music supports or hinders attention and self-regulated learning (SRL) among undergraduate students. Guided by Efklides’ (2011) Metacognitive and Affective Self-Regulated Learning (MASRL) framework, the study explored students’ perceptions of the utility of music for learning, their reasons for listening to or avoiding music across independent study tasks, and the statistical relationships between SRL and music use. The three-phase design included a qualitative online survey, semi-structured follow-up interviews, and a quantitative survey examining associations between SRL and reported music use. Qualitative findings revealed variations in students’ perceptions of attentional self-efficacy and their use of music as both a regulatory tool and a potential distraction. Participants described listening to music for a range of regulatory purposes when studying, including supporting focus, managing motivation, and avoiding distraction. Quantitative analyses further indicated that SRL significantly predicted specific music use, including listening while studying for exams, selecting instrumental music for math, and using music to maintain focus for reading. The integrated findings suggest that the role of music in studying is highly context-dependent. Rather than consistently improving attentional control, music appears to function as a regulatory strategy to manage motivation and study environments during self-guided studying.
Keywords
attentional self-efficacy; digital distraction; independent study; mixed methods; self-efficacy for self-regulated learning; self-regulated learning
Disciplines
Education | Educational Psychology | Psychiatry and Psychology
File Format
File Size
2700 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Daleiden, Bridget Kathryn, "The Role of Listening to Music for Self-Regulated Learning: An Exploratory Sequential Mixed Methods Study" (2026). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5526.
https://oasis.library.unlv.edu/thesesdissertations/5526
Rights
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