Music is more than just background noise—it shapes emotions, reinforces identity, and enhances engagement. This study examined the association between the adaptive functions of music listening and student engagement in Physical Education among first- and second-year college students in the Philippines. Findings revealed that music listening for adaptive functioning is significantly associated with study engagement. Specifically, music for emotional regulation and identity alignment was positively linked to engagement, while music for stress regulation showed a negative association, suggesting that reliance on music for stress relief may hinder full participation in PE. Despite these insights, the study is limited by self-report data, sample scope, and its quantitative approach, which focuses on associations rather than causation. Future research should explore cross-cultural contexts, incorporate qualitative perspectives, and examine additional factors. These findings highlight the complex role of adaptive music listening in education and its potential to enhance student motivation and engagement.

中文翻译：

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我爱音乐！它使我和谐！： 基于音乐听力适应性功能 （AFML） 的听音乐及其对体育学习参与的影响 – 一项横断面研究


音乐不仅仅是背景噪音，它还能塑造情感、强化身份并增强参与度。本研究考察了菲律宾一年级和二年级大学生听音乐的适应性功能与学生对体育课的参与之间的关联。研究结果表明，听音乐以实现适应性功能与研究参与显着相关。具体来说，用于情绪调节和身份对齐的音乐与参与度呈正相关，而用于压力调节的音乐则呈负相关，这表明依赖音乐缓解压力可能会阻碍充分参与 PE。尽管有这些见解，但该研究受到自我报告数据、样本范围及其定量方法的限制，该方法侧重于关联而不是因果关系。未来的研究应该探索跨文化背景，纳入定性观点，并检查其他因素。这些发现强调了适应性音乐聆听在教育中的复杂作用及其提高学生积极性和参与度的潜力。