Correlation Between Listening to Music, Emotion Regulation, and Learning Focus Among English Education Study Program Students at Tadulako University

Abstract

Listening to music has become a common learning strategy among university students because it may support emotional well-being and concentration during academic activities. However, previous studies have mainly examined the relationship between music listening and emotion regulation or learning focus separately, leaving the correlation among these three variables insufficiently explored, particularly in English language learning contexts. This study aimed to examine the correlation between listening to music, emotion regulation, and learning focus among students of the English Education Study Program at Tadulako University. A quantitative correlational design involving 40 students selected through purposive sampling was employed. Data were collected using a 36-item researcher-developed questionnaire based on indicators of music-listening behavior, emotion regulation, and learning focus derived from relevant theoretical frameworks. The instrument was administered using a Likert scale and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and Pearson Product-Moment Correlation. The findings revealed a very strong positive correlation between listening to music and emotion regulation (r = 0.919, p < .001), a moderate positive correlation between listening to music and learning focus (r = 0.524, p = .001), and a weak positive but statistically insignificant correlation between emotion regulation and learning focus (r = 0.261, p = .104). The findings suggest that listening to music is positively associated with students’ emotional regulation and learning focus during English learning activities.