Noise & health · 2026
Effect of Cognitive Behavioral Music Therapy on Noise-Induced Perceived Stress and Anxiety Among University Students.
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Falade Temitope Ayodeji
Аннотация
BACKGROUND: University campuses are often noisy environments, and prolonged exposure to campus noise has been linked to increased stress and anxiety among students. Although many studies focus on engineering or policy solutions to manage noise, far fewer examine psychological interventions that help students cope with unavoidable noise. In particular, evidence on approaches that combine cognitive-behavioral strategies with music-based techniques remains limited.
OBJECTIVE: This study examined whether a structured cognitive behavioral music therapy (CBMT) program could reduce noise-induced perceived stress and noise-related anxiety among undergraduate students.
METHODS: A pretest-posttest control-group study was conducted at the University of Nigeria. Sixty undergraduate students with elevated levels of noise-related stress or anxiety participated (CBMT = 29; control = 31). The intervention group received eight weekly 60-minute CBMT sessions that integrated cognitive restructuring, graded exposure, attentional training, and guided music-based relaxation. The control group continued with usual care. Outcomes were measured using the adapted Noise-Induced Perceived Stress (PSS-N) and Generalized Anxiety Disorder 7-item Noise-Related Anxiety Scale (GAD-7-N) scales. Postintervention group differences were analyzed using analysis of covariance, while controlling for baseline scores.
RESULTS: Students who participated in CBMT experienced marked reductions in both noise-related anxiety and PSS-N compared with those in the control group. These improvements were observed in both male and female students, with no meaningful gender differences in treatment response. In contrast, participants receiving usual care showed little change over the study period.
CONCLUSION: The findings provide preliminary evidence that CBMT may offer a practical, nonpharmacological approach for helping university students manage stress and anxiety associated with chronic campus noise. Further research using randomized designs, longer follow-up periods, and objective physiological measures is warranted to strengthen and extend these findings.
OBJECTIVE: This study examined whether a structured cognitive behavioral music therapy (CBMT) program could reduce noise-induced perceived stress and noise-related anxiety among undergraduate students.
METHODS: A pretest-posttest control-group study was conducted at the University of Nigeria. Sixty undergraduate students with elevated levels of noise-related stress or anxiety participated (CBMT = 29; control = 31). The intervention group received eight weekly 60-minute CBMT sessions that integrated cognitive restructuring, graded exposure, attentional training, and guided music-based relaxation. The control group continued with usual care. Outcomes were measured using the adapted Noise-Induced Perceived Stress (PSS-N) and Generalized Anxiety Disorder 7-item Noise-Related Anxiety Scale (GAD-7-N) scales. Postintervention group differences were analyzed using analysis of covariance, while controlling for baseline scores.
RESULTS: Students who participated in CBMT experienced marked reductions in both noise-related anxiety and PSS-N compared with those in the control group. These improvements were observed in both male and female students, with no meaningful gender differences in treatment response. In contrast, participants receiving usual care showed little change over the study period.
CONCLUSION: The findings provide preliminary evidence that CBMT may offer a practical, nonpharmacological approach for helping university students manage stress and anxiety associated with chronic campus noise. Further research using randomized designs, longer follow-up periods, and objective physiological measures is warranted to strengthen and extend these findings.