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How To Avoid Distractions While Doing Homework While Listening

Listening to Music While Studying: Good Motivator or Just a Distraction?

Most students listen to music while studying.  With either iPod in ears, iTunes through the computer or even “old fashioned” DVD player going, students across Australia tonight are listening to anything from Beyonce to Good Charlotte to LMFAO (don’t ask) while they do their homework. And inevitably parents in these houses walk past, wondering: “can they really concentrate with that going on in their ears?”

The truth is that there are significant advantages of listening to music while studying

First, most students say listening to music helps them study for longer.  This makes sense: homework can be boring. If something can make it slightly less boring, students are slightly more likely to keep doing it for longer.  Advantage number two:  listening to music has been found to be LESS distracting than listening to random office/household noise.  So if the noise of the house is high, then having music to block that out can help students concentrate.  Finally:  research shows music usually puts students in a better mood.  This is helpful because the better mood we are in, the longer we persist on hard tasks and the better we do at difficult tasks:  good news for students.

So with all of that, what’s the problem with listening to music while studying?  

Research shows that compared to being in complete silence, people are less able to do difficult tasks while listening to music.  Almost every study in this area shows that if you give people a problem solving task and then compare people who do it in silence compared to people doing in while listening to music, those working in silence do the task better and quicker than those listening to music.  It seems that music interferes with our attention and cognitive skills.  This is especially true for music with lyrics, music that is unpredictable and interestingly, it is also especially distracting for introverts compared to extroverts.

So there are upsides, and downsides. Here are the recommendations I give students about this issue:

Listen to music when you feel like you really “have to” – when you are bored, in a bad mood or are tempted to prematurely stop (or can’t start) homework.

Listen to music if your house/study environment is quite noisy and you can’t shut out this (usually unpredictable) noise any other way.

BUT recognise that you will not be doing your absolutely best work when listening to music.  Therefore try to do three things:

  1. Turn the music off when you are doing something quite hard (e.g revising for a test or trying to understand difficult concepts)
  2. Listen to music without lyrics if you can (e.g classical, electronica), music that has a predictable beat/tune or music that is very familiar to you
  3. Turn the music down a couple of notches compared to the volume you listen to it normally

I hope this helps. Like most issues, it's not black and white - but these recommendations can help parents and teens find some constructive middle ground.

If your teen would like some one on one study skills coaching, or help with dealing with a stressful issues then you can find out about appointments via clicking here to go to the counselling info page.  Please note, that if your teen does not want to attend sessions but as a parent you would like some ideas in responding to and supporting your teen, we see parents on their own frequently for sessions also.


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(2) McKelvie, P., & Law, J. (2002). Listening to Mozart does not improve children's spatial ability: Final curtains for the Mozart effect. British Journal of Developmental Psychology, 20, 241-258.

(3) Schellenberg, E. G., Nakata, T., Hunter, P. G., & Tamoto, S. (2007). Exposure to music and cognitive performance: Tests of children and adults. Psychology of Music, 35, 5-19.

(4) Jones, D. M., Alford, D., Macken, W. J., Banbury, S. P., & Tremblay, S. (2000). Interference from degraded auditory stimuli: linear effects of changing-state in the irrelevant sequence. Journal of the Acoustical Society of America, 108, 1082-1088.

(5) de Groot, A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56, 463-506.

(6) Dobbs, S., Furnham, A., & McClelland, A. (2011). The effect of background music and noise on the cognitive test performance of introverts and extraverts. Applied Cognitive Psychology, 25, 307-313.

(7) Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils’ task performance. Educational Studies, 28, 111-122.

(8) Jäncke, L., & Sandmann, P. (2010). Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, 6, 1-14.

(9) Alley, T. R., & Greene, M. E. (2008). The relative and perceived impact of irrelevant speech, vocal music and non-vocal music on working memory. Current Psychology, 27, 277-289.