In modern society, background music is often used as a tool to promote learning during the learning process, but in fact, there is still widespread controversy over the effect of music. The present study investigates how music is perceived to influence concentration, with a focus on influential factors and text types. Fifty-one participants completed an anonymous questionnaire assessing music-listening behaviors, music preferences, and perceived effects of music on concentration and task performance. By using composite indices, the data shows that music can facilitate individuals' concentration overall and are influenced by music elements and text types; in contrast, the interference caused by music on attention are mainly determined by individuals' differentiation. These findings suggest that music functions depend more on how it is used and the task context than on specific musical characteristics and provide adolescents referenceable data for the use of music.
Research Article
Open Access