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Updated: Aug 5, 2026
Assessing the Effects of Music Listening on Psychobiological Stress in Daily Life
Published on: February 2, 2017
Effect of music on anxiety among adolescents: a systematic review
Yingjie Lu1, Joanne Pei Sze Yeoh1, Kim Geok Soh2
1Department of Music, Faculty of Human Ecology, Universiti Putra Malaysia, Serdang, Malaysia.
Background:
Adolescence is a developmental period marked by heightened vulnerability to anxiety, driven by academic pressure, social expectations, and rapid emotional changes. Music-based interventions have been examined as accessible, low-risk approaches for anxiety reduction; however, existing evidence remains conceptually fragmented and methodologically diverse.
Methods:
This systematic review followed PRISMA 2020 guidelines. A comprehensive search across PubMed, APA PsycINFO, Scopus, Web of Science, and CNKI identified randomized controlled trials (RCTs) and quasi-experimental studies examining the effects of music interventions on adolescent anxiety. Twenty studies (15 RCTs and 5 quasi-experiments) met the inclusion criteria. Data on study characteristics, intervention type, duration, frequency, and anxiety-related outcomes were extracted. Study quality was assessed using the PEDro scale.
Results:
Across 1,912 adolescents aged 12-18, most studies reported reductions in anxiety following music-based interventions, although the strength and durability of effects differed across intervention types. Active forms of music engagement (e.g., singing, instrument playing, improvisation) tended to produce more robust and sustained anxiety reduction compared with passive listening. Several studies also documented secondary improvements such as reduced depressive symptoms, enhanced stress regulation, and improved emotional well-being. Nonetheless, variations in intervention design, inconsistent reporting of musical features, and limited long-term follow-up constrained cross-study comparability.
Conclusion:
Music-based interventions appear beneficial for reducing anxiety among adolescents in both school and clinical contexts. Yet important gaps remain, particularly regarding the specification of musical elements, cultural adaptation of music selections, and integration with complementary psychological or school-based programs. Future work should employ more rigorous designs, include culturally grounded musical components, and systematically investigate combined intervention models and underlying mechanisms to strengthen the evidence base.
Systematic Review Registration:
CRD420251129625, https://www.crd.york.ac.uk/PROSPERO/view/CRD420251129625.
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