ENHANCING ATTENTION AND REDUCING ANXIETY AMONG ADOLESCENTS THROUGH EEG MUSIC: A MIXED-METHODS INTERVENTION STUDY

Abstract

Adolescents today face increasing psychological stress and cognitive challenges, including heightened anxiety and reduced attention span. These issues not only hinder academic performance but also impact long-term mental health outcomes. Non-pharmacological, school-based interventions are urgently needed. This study aimed to examine the effects of a three-week brainwave music intervention on state anxiety and attention performance among secondary school students. A quasi-experimental pretest–posttest control group design was employed. A total of 80 adolescents aged 13 to 15 were randomly assigned to either an experimental group (n = 40), which received daily 15-minute brainwave music sessions, or a control group (n = 40), which received no intervention. Attention was measured using the d2 Test of Attention, and anxiety was assessed via the State-Trait Anxiety Inventory (STAI-S). Data were analyzed using independent and paired t-tests. Compared to the control group, the experimental group showed significant improvement in attention scores (t(78) = 4.52, p < .001, d = 0.89) and a significant reduction in state anxiety (t(78) = –3.78, p = .001, d = 0.73). No adverse effects were reported, and students reported high satisfaction with the music intervention. Brainwave music appears to be an effective and scalable tool for enhancing cognitive and emotional functioning in adolescents. Its integration into school routines may offer a novel, low-barrier strategy to promote mental well-being among youth populations.