From Stress to Success

This qualitative study explores students’ perceptions regarding the role of music in their learning processes and daily activities. It aims to assess the music preferences of fifth- and sixth-grade students, aged 11–12, in regular elementary school classrooms, both with and without ADHD, and their perceptions of the impact of preferred and non-preferred music on their academic performance in tests. Some of the participants were diagnosed with ADHD, while others were not. Data were collected through semi-structured interviews designed explicitly for this study. The key interview questions focused on students’ affinity for music, their music-listening habits throughout the day, their preferred music genres, and whether listening to music helps them complete school assignments. The findings highlight the relationship between preferred music genres and the conditions under which music supports or hinders learning. Additionally, the study identified differences between students with varying attention and concentration profiles. The results suggest the potential for integrating personalized musical interventions to support students’ learning and daily functioning

Developmental psychology · Linguistics · Power (physics · Stress (linguistics · Diverse Music Education Insights · Neuroscience, Education and Cognitive Function · Philosophy · Psychology