English and American Adolescents' Reasons for Listening to Music

By M. Tarrant, Adrian C. North, D. Hargreaves. 2000

203 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Music, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5fa6e1450749c3d5b09d4d7e572dc0392bce965e

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Citations in the corpus

A Critical Interpretive Synthesis of the Literature Linking Music and Adolescent Mental Health (2016, background): “…to social bonding or relationships with other people at one end of the spectrum (Campbell et al., 2007; Kim et al., 2006; Kokotsaki & Hallam, 2011; Nuttall, 2009; Tarrant et al., 2000), and isolation/alienation at the other end (Hutchison et al., 2006; Lacourse et al., 2001; Mulder et al., 2007).”
Exploring engagement with music in everyday life using experience sampling methodology (2011, background): “Music has been shown to fulfil a wide range of different functions for people in everyday life (Batt-Rawden & DeNora, 2005; Behne, 1997; DeNora, 2000; Hargreaves & North, 1999; Juslin & Laukka, 2004; Juslin et al., 2008; Laukka, 2007; North et al., 2004; Roe, 1985; Schramm, 2006; Sloboda, 1999; Slob”
Emotion perceived and emotion felt: Same and different (2006, background): “Given that people usually listen to music for enjoyment and to maintain a positive emotional state or moderate their (negative) emotional mood (see e.g., Tarrant et al., 2000) one might expect strongest evidence for a positive or a negative relation (see e.g., Shatin, 1970; Sloboda, 1992).”
Personal and situational influences on the functions of music listening (2018, background): “Various studies have shown that people mostly listen to music either alone or with friends (Greasley & Lamont, 2011; Juslin et al., 2008; North et al., 2004; Rana & North, 2007; Tarrant et al., 2000).”
The content and validity of music-genre stereotypes among college students (2007, unknown): “Music is commonly used in the service of self-expression (DeNora, 1999, 2000; Frith, 1981; North and Hargreaves, 1999; North et al., 2000; Rentfrow and Gosling, 2003; Tarrant et al., 2000, 2002).”
The role of music in adolescent development: much more than the same old song (2013, background): “On average, adolescents listen to music for up to three hours daily and accumulate more than 10,000 hours of active music listening throughout adolescence (Roberts et al, 2009 ; Tarrant, North, & Hargreaves, 2000 ; Zillmann & Gan, 1997 ).”
Young people's uses of music for well-being (2015, result): “In contrast with previous research, no themes emerged that related to the use of music to assist with the construction and expression of self-identity (e.g. Laiho 2004; McFerran 2010, 60–65; North, Hargreaves, and O’Neill 2000; Tarrant, North, and Hargreaves 2000).”
Towards a holistic model of functions of music listening across cultures: A culturally decentred qualitative approach (2012, background): “…number of models have been developed proposing psychological functions of music listening (Behne, 1997; Lehmann, 1994; North et al., 2000; Tarrant et al., 2000; Sloboda, 2005), and additional published articles list psychological functions of music listening based on previous literature…”
Music listening, coping, peer affiliation and depression in adolescence (2009, result): “These results can also be related to the cross-cultural findings of Tarrant et al. (2000), which indicate that although English and American adolescents do listen to music for reasons pertaining to the fulfilment of social needs (e.g., popularity), they also listen to it for more individual reasons…”