Music listening patterns and their associations with mood regulation, emotional processing, and cognitive performance: an intensive longitudinal questionnaire study

Background: Music is often played when university students are studying and during their daily activities, but most of the research to date in the field of music listening and academic performance has used self-report techniques. Implications for student wellbeing and academic success are summarized where listening patterns are used to understand mood regulation and academic cognitive performance in real-world settings.
Method: The design of this study was intensive longitudinal (IL) using experience sampling methodology (ESM) with event-contingent sampling over the 14-day period. Hundred and twenty-eight university students filled out questionnaires that measured musical sophistication, alexithymia, personality and trait mood regulation at baseline, and then answered short questions on 5,448 music listening episodes. Within-person and between-person associations in relation to academic versus non-academic contexts were examined using multilevel modeling.
Results: Using music for mood regulation was the strongest predictor of mood improvement (β = 0.87, p