Exploring the Associations Among Music Motivation, Executive Function, and Self-Esteem

Abstract Academic achievement in college goes beyond homework and rigorous studying. To ensure the greatest chance of success, students must develop self-esteem to have confidence in their work, as well as executive functioning skills that will help them manage their responsibilities. These traits and abilities transcend academia, leaving a lasting impact on students as they enter the workforce. Finding a mechanism that all students can utilize can be difficult as college students come from diverse backgrounds, one thing that is accessible to almost every student in the present day is music. Several studies have examined the way that music influences self- esteem and executive functioning, but there is a lack of such research on whether college students’ motivation for listening to music is related. This study will examine whether specific motivations for listening to music are predictive of self-esteem and/or executive functioning. Murray State University college students will be recruited using SONA. Participants will complete an online survey comprised of three scales: Adaptive Functions of Listening to Music (Groarke & Hogan, 2018), Executive Skills Questionnaire-Revised (Straight et al., 2020), and Rosenberg Self-Esteem Scale (Rosenberg, 1965). It is hypothesized that motivations for listening to music associated with positive coping mechanisms will better predict self-esteem and executive functioning. The present study will provide insight into how college students’ engagement with music relates to aspects of their cognitive and emotional health. Keywords: music motivation, executive functioning, perceived executive functioning, self-esteem, perceived self-esteem, college students