Junior psychology major Malaki Schaeffer presented research on distracted listening while studying at the Eastern Psychological Association conference in Boston, MA. His findings challenge the belief that distracted listening strongly impacts academic performance.
“Distracted learning is defined as multitasking during learning, or learning while something else is going on,” said Schaeffer. “By definition, at least used, this would be akin to some form of audio playing in the background.”
The study’s inspiration stemmed from Schaeffer’s personal experience. He recalled a high school teacher who claimed that wearing earbuds while studying decreases focus and retention. Schaeffer set out to challenge this assumption and designed a study to explore whether students’ listening habits correlate with academic outcomes.
Unlike many other studies rooted in controlled laboratory settings, Schaeffer and Dr. Hatvany, Professor and Graduate Coordinator in the Psychology department, who oversaw the research, focused on real-world studying behavior and its effect on academic performance. Hatvany said that much of the existing research examines narrow cognitive processes rather than overall performance. “What’s interesting is that a lot of research is conducted in the lab and not in a manner that is necessarily academic in nature,” said Hatvany.
To address this, Schaeffer collected self-reported data from students, where he asked about study habits, listening behaviors and grade point averages. Participants detailed how often they listened to music, television or other audio while studying, as well as the types of content they preferred.
The sample included 167 respondents, although only about 130 were usable due to incomplete responses. While this created some limitations, the dataset offered an overview of student behavior.
The findings turned out not to be what many might expect. “The results and findings were not significant enough to draw any conclusion,” Schaeffer said. “Even if they had been, it would’ve only have shown correlation, not cause and effect.”
Hatvany supported Schaeffer’s results. “More listening didn’t necessarily mean lower GPAs or vice versa,” he said. “What they listened to didn’t really seem to matter too much, except for a few music genres.”
There were a few minor differences in the results of those who listened to rap versus classical music, but they weren’t strong enough to support firm conclusions. Hatvany cautioned against overinterpreting the findings, noting the possibility of self-selection bias. For example, students who listen to classical music may differ in other ways, such as prior training.
Ultimately, the research suggests that, generally speaking, distracted listening doesn’t negatively affect academic performance. However, this depends on the context, individual backgrounds and differences and how students manage their own attention.
Schaeffer’s study on distracted listening highlights the value of undergraduate research and the supportive environment that the psychology department and the university provide to students looking to pursue research on niche topics.
