The importance of music to adolescents

North, Adrian C.; Hargreaves, David J.; O’Neill, Susan

doi:10.1348/000709900158083

Cited by 534 publications

(565 citation statements)

References 46 publications

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“…Similarly, other authors have pointed out the utilization of music activities and music listening for effective emotional regulation (self-regulation, DeNora, 1999;North et al, 2000), the establishment of self-identity , and the creation of interpersonal bonds (North & Hargreaves, 2007a, b, c). In a recent study, Chin and Rickard (2012) developed a self-report questionnaire (MUSE) and identified five sources of individual differences in musical engagement: engaged production, cognitive regulation, mood regulation, physical (dance and exercise), and social uses of music.…”

Section: Discussionmentioning

confidence: 87%

Individual Differences in Music Reward Experiences

et al. 2012

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MUSIC IS ONE OF THE MOST PLEASANT HUMANexperiences, even though it has no direct biological advantage. However little is known about individual differences in how people experience reward in musicrelated activities. The goal of the present study was to describe the main facets of music experience that could explain the variance observed in how people experience reward associated with music. To this end we developed the Barcelona Music Reward Questionnaire (BMRQ), which was administrated to three large samples. Our results showed that the musical reward experience can be decomposed into five reliable factors: Musical Seeking, Emotion Evocation, Mood Regulation, Social Reward, and Sensory-Motor. These factors were correlated with socio-demographic factors and measures of general sensitivity to reward and hedonic experience. We propose that the five-factor structure of musical reward experience might be very relevant in the study of psychological and neural bases of emotion and pleasure associated to music.

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Section: Discussionmentioning

confidence: 87%

Individual Differences in Music Reward Experiences

et al. 2012

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“…For example, in the sample by North and colleagues, healthy adolescents' reasons for listening differed quite widely, e.g. 'to relieve boredom', 'to help me through difficult times', 'to please friends', 'to reduce loneliness' (North, Hargreaves, & O'Neill, 2000). However, these authors did not examine associations between reasons for listening and indicators for physiological and psychological functioning in their participants.…”

Section: Introductionmentioning

confidence: 93%

Listening to music and physiological and psychological functioning: The mediating role of emotion regulation and stress reactivity

Thoma

Scholz

Ehlert

et al. 2012

Psychology & Health

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Music listening has been suggested to have short term beneficial effects. The aim of this study was to investigate the association and potential mediating mechanisms between various aspects of habitual music listening behaviour and physiological and psychological functioning. An internet based survey was conducted in university students, measuring habitual music listening behaviour, emotion regulation, stress reactivity, as well as physiological and psychological functioning. A total of 1230 individuals (mean 24.89 AE 5.34 years, 55.3% women) completed the questionnaire. Quantitative aspects of habitual music listening behaviour, i.e. average duration of music listening and subjective relevance of music, were not associated with physiological and psychological functioning. In contrast, qualitative aspects, i.e. reasons for listening (especially 'reducing loneliness and aggression', and 'arousing or intensifying specific emotions') were significantly related to physiological and psychological functioning (all p 0.001). These direct effects were mediated by distress augmenting emotion regulation and individual stress reactivity. The habitual music listening behaviour appears to be a multifaceted behaviour that is further influenced by dispositions that are usually not related to music listening. Consequently, habitual music listening behaviour is not obviously linked to physiological and psychological functioning.

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“…In our experience, females generally exhibit music-induced shivers more frequently than males, and in accordance with the usage of most people, we will refer to this autonomic 'rush' as a 'chill' response. In this context, it is noteworthy that girls use music for mood regulation more than boys (North et al, 2000). In preliminary analysis of 'big five' personality dimensions (i.e.…”

Section: Music Body and Dancementioning

confidence: 99%

Emotional sounds and the brain: the neuro-affective foundations of musical appreciation

Panksepp

Bernatzky

2002

Behavioural Processes

360

258

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This article summarizes the potential role of evolved brain emotional systems in the mediation of music appreciation. A variety of examples of how music may promote behavioral change are summarized, including effects on memory, mood, brain activity as well as autonomic responses such as the experience of 'chills'. Studies on animals (e.g. young chicks) indicate that musical stimulation have measurable effects on their behaviors and brain chemistries, especially increased brain norepinephrine (NE) turnover. The evolutionary sources of musical sensitivity are discussed, as well as the potential medical-therapeutic implications of this knowledge. #

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The importance of music to adolescents

Abstract: These results indicate that music is important to adolescents, and that this is because it allows them to (a) portray an 'image' to the outside world and (b) satisfy their emotional needs.

Cited by 534 publications

References 46 publications

Individual Differences in Music Reward Experiences

Individual Differences in Music Reward Experiences

Listening to music and physiological and psychological functioning: The mediating role of emotion regulation and stress reactivity

Emotional sounds and the brain: the neuro-affective foundations of musical appreciation

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