This study aims to investigate how teenagers use music to regulate their emotions, enhance focus and improve their study habits. Beyond debates on music as a distraction or support, it views music as a self-regulatory tool in teens’ academic and emotional lives. The research develops a framework showing how teens use music to shape their internal states and learning environments.
The study uses qualitative research, consisting of 30 in-depth interviews and focus groups with Indian teenagers. Based on self-determination theory, cognitive load theory and environmental psychology, this study explores music as a tool for emotional and cognitive management. Thematic analysis identifies patterns in music usage, while triangulation ensures conceptual depth.
Through a novel Teen Music Use Framework, the study identified that teenagers curate music by selecting genres, tempos and lyrics to regulate emotions and optimise study environments. Music serves as a tool; instrumental music aids concentration, while upbeat tracks maintain energy during studying. Peer influence and digital platforms shape listening habits, positioning music as a strategy for mood management and academic perseverance.
The study demonstrates music-based strategies’ potential in education and mental health programs. Educators can support teenagers through auditory needs and flexible environments. Music’s regulatory value suggests benefits for learner-centred approaches and digital tools to foster engagement.
This research presents a framework linking music use to emotional, cognitive and behavioural outcomes. The study offers insights into teens’ development, educational psychology and music/media studies, benefiting educators and youth practitioners.
