New research from Edith Cowan University (ECU) has shed light on why so many students listen to background music while studying, and whether it helps or hinders their focus. 

The study, led by Dr Lindsey Cooke, surveyed more than 220 university students about whether they listen to music while reading for studying purposes.  

The findings suggest that the impact of music on study performance is not universal and instead shaped by individual differences in how people engage with music. 

More than half of the students (54 per cent) reported regularly listening to music when reading for study, while 46 per cent preferred silence.  

Among those who listened to music, almost all believed it helped their reading. 

Students described using music to boost motivation, enhance focus, or block out external noise, with Classical and Rock emerging as the most common genres. Many preferred non‑lyrical, slow music to support concentration. 

“Many students feel music helps them get into the zone, especially when they’re studying in noisy or distracting environments,” Dr Cooke said. 

Dr Cooke said the findings challenge long‑held assumptions about the cognitive impact of music during study. 

“There’s a widespread belief that music automatically drains cognitive resources, but our data shows the story is far more individual,” she said. 

The study found that a student’s working memory capacity or tendency to mind wander (daydream) did not influence whether they chose to listen to music or how distracted they felt by it.  

Instead, a student’s music engagement, i.e. how personally involved and emotionally connected they are with music, was strongly linked to whether they perceived background music as helpful and whether they chose to use it while studying. 

Dr Cooke said this highlights the importance of personal preference in study environments. 

“For some students, music genuinely supports their reading experience. For others, it gets in the way. The key is understanding your own relationship with music rather than assuming one-size-fits-all advice,” she said. 

The next phase of Dr Cooke’s research will test students’ actual reading comprehension when listening to different types of music, not just perceptions.