Individuals with ADHD often struggle with regulating attention, experiencing challenges with focus, distractibility, and impulsivity.
Background music (BM) may help by providing a consistent auditory input that can help to mask distractions and create a more focused environment.
Additionally, certain types of music may stimulate the release of dopamine, a neurotransmitter that plays a role in attention and motivation. This can potentially improve attention and reduce hyperactivity in individuals with ADHD.
Lachance, K., & Gosselin, N. (2025). Listening habits and subjective effects of background music in young adults with and without ADHD. Frontiers in Psychology, 15, 1508181. https://doi.org/10.3389/fpsyg.2024.1508181
Key Points
- Young adults with and without ADHD listen to background music (BM) for an average of 10 hours per week during less cognitive activities.
- Young adults with ADHD listen to significantly more background music during less cognitive activities and while studying compared to neurotypical young adults.
- Young adults with ADHD show a preference for stimulating music regardless of the activity type.
- Most young adults listen to music during their daily activities and perceive positive effects from this listening.
- Both groups prefer relaxing, instrumental, familiar, and self-chosen music during more cognitive activities.
- Both groups prefer stimulating music with lyrics that are familiar and self-chosen during less cognitive activities.
Rationale
Background music (BM) is an integral part of daily life for many young adults, and research suggests that listening to music can have both positive and negative effects on cognitive performance and emotional well-being.
However, there is limited research on how BM listening habits and preferences differ between individuals with and without attentional difficulties, particularly those related to ADHD.
This study addresses this gap by investigating the BM listening habits and perceived effects of BM on young adults with and without ADHD.
Understanding these differences can help tailor interventions and strategies for managing attention and emotional regulation, particularly for individuals with ADHD.
The study also explores the subjective effects of BM on cognitive and emotional functioning, which can further inform the development of effective strategies for focus and concentration.
By comparing the experiences of young adults with and without ADHD, this research contributes to a more nuanced understanding of the role of BM in daily life and its potential implications for attention management.
Method
This study used a quantitative, cross-sectional online survey design to investigate background music (BM) listening habits and their perceived effects on young adults with and without ADHD.
Procedure
- Participants were screened for ADHD symptoms using the Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS-5).
- Participants provided demographic information (e.g., age, gender, ethnicity, occupation) and completed questionnaires on their music listening habits and the subjective effects of BM.
- Participants also completed the Profile of Mood State (POMS) or POMS-Adolescents (POMS-A) to assess their mood and emotional state.
Sample
- 434 young adults aged 17 to 30 years old
- 263 women, 157 men, 14 gender diverse individuals
- Participants were screened for ADHD symptoms using the ASRS-5 and divided into two groups: neurotypical (n = 316) and ADHD-screened (n = 118)
Measures
- Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS-5): A six-item scale used to screen for symptoms related to ADHD.
- Listening Habits for Background Music Questionnaire: A 12-item questionnaire assessing the average number of hours spent listening to music per week, music listening habits during more and less cognitive activities, and preferred musical characteristics.
- Subjective Effects of Background Music on Cognitive Functioning and Emotional Functioning Questionnaire: A 27-item questionnaire assessing the perceived effects of music on cognitive and emotional functioning during more cognitive activities.
- Profile of Mood State (POMS) and Profile of Mood State Adolescents (POMS-A): Abbreviated versions of the POMS were used to assess depression and tension-anxiety levels.
Results
Hypothesis 1
The ADHD-screened group would perceive more negative impacts of BM on their cognitive functioning than the neurotypical group.
- Result: Not supported. The EFA revealed three factors related to the subjective effects of BM: Enhanced Concentration, Boredom Reduction, and Emotional Enhancement. There were no significant differences between the neurotypical and ADHD-screened groups on any of these factors.
Hypothesis 2
The ADHD-screened group would perceive a greater positive effect of BM on emotional functioning than those in the neurotypical group.
- Result: Not supported. There were no significant differences between the neurotypical and ADHD-screened groups on the Emotional Enhancement factor.
Additional Findings:
- The ADHD-screened group reported significantly more background music listening during less cognitive activities and while studying, compared to the neurotypical group.
- The ADHD-screened group also reported significantly more frequent listening to stimulating music, regardless of the activity type.
- Regardless of the group, more respondents reported preferring to listen to relaxing, instrumental, familiar, and self-chosen music during more cognitive activities, whereas for less cognitive activities, more individuals mentioned preferring to listen to music that is stimulating, with lyrics, familial,r and self-chosen.
Insight
This study provides valuable insights into the BM listening habits of young adults with and without ADHD.
The finding that individuals with ADHD tend to listen to more BM during less cognitive activities and while studying suggests that they may use BM as a tool for managing their attention and arousal levels.
However, the lack of significant differences between groups in the perceived effects of BM on cognitive and emotional functioning challenges the assumption that individuals with ADHD experience greater benefits from BM listening.
This suggests that the relationship between BM listening and attention management in ADHD is more complex than previously thought and may be influenced by individual preferences and needs.
Future research could explore the specific strategies and techniques individuals with ADHD employ when using BM to manage their attention, as well as the potential influence of different musical characteristics on their cognitive performance and emotional state.
Implications
The findings of this study have implications for practitioners and policymakers working with young adults with ADHD.
The study highlights the potential of BM as a tool for managing attention and emotional regulation, but also emphasizes the importance of individual preferences and needs.
Practitioners could consider incorporating BM into interventions and strategies for attention and focus, but should also ensure that these interventions are tailored to the individual’s specific needs and preferences.
Policymakers could consider promoting the use of BM in educational and work settings, but should also ensure that individuals with ADHD have the flexibility to choose music that meets their individual needs.
Strengths
This study had several methodological strengths, including:
- Large sample size
- Comprehensive assessment of BM listening habits and perceived effects
- Inclusion of both neurotypical and ADHD-screened participants
- Use of standardized measures for screening ADHD symptoms and assessing mood
Limitations
This study also had several methodological limitations, including:
- Cross-sectional design limits causal inferences
- Self-reported data may be subject to bias
- The study did not assess the objective effects of BM on cognitive performance
- The sample was predominantly female, which may limit generalizability
References
Primary reference
Lachance, K., & Gosselin, N. (2025). Listening habits and subjective effects of background music in young adults with and without ADHD. Frontiers in Psychology, 15, 1508181. https://doi.org/10.3389/fpsyg.2024.1508181
Other references
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington, DC: American Psychiatric Association.
Barkley, R. A. (2008). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York, NY: Guilford Press.
Bastiaens, T., & Galus, A. (2018). The validity of the ASRS-v1.1 for the assessment of ADHD in adults. Journal of Attention Disorders, 22(10), 1188–1195.
Caye, A., Rocha, T. B., Anselmi, L., Murray, J., Menezes, A. M. B., & Rohde, L. A. (2016). Attention-deficit/hyperactivity disorder trajectories from childhood to young adulthood: evidence from a birth cohort supporting a developmental perspective on ADHD. JAMA Psychiatry, 73(7), 705–712.
Socratic Questions:
- How might the findings of this study inform the development of interventions or strategies to support students with ADHD in academic settings?
- What are the potential benefits and drawbacks of using background music as a tool to manage attention and emotional regulation for individuals with ADHD?
- How might cultural or individual differences influence the type of background music that is most effective for different people?
- Could the findings of this study be generalized to other populations, such as children or older adults?
- What ethical considerations should be taken into account when using background music in educational or therapeutic settings?
- How might future research explore the complex relationship between background music listening, attention management, and emotional regulation in individuals with ADHD?
- What are some alternative interpretations of the findings, and how might these interpretations lead to different implications for practice or policy?
- How might the findings of this study be applied to different contexts, such as the workplace or home environment?
- What are the potential long-term effects of using background music as a strategy for managing attention and emotional regulation?
- How might the use of background music interact with other interventions or strategies for ADHD, such as medication or behavioral therapy?
