Date

4-29-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Keith Pace

Keywords

Attention-Deficit/Hyperactivity Disorder (ADHD), social media, music education, collegiate music students, self-regulation, motivation, Interpretative Phenomenological Analysis (IPA), media multitasking

Disciplines

Education | Music

Abstract

This qualitative phenomenological study examined the relationship between social media use and the practice habits of collegiate music students with Attention Deficit/Hyperactivity Disorder (ADHD). While social media platforms inspire collaboration, creativity, and educational resources, they also introduce potential distractions and barriers to initiating practice sessions, especially for students with executive functioning challenges. Using an Interpretative Phenomenological Analysis (IPA) framework, five applied music students at a small, private college in Florida participated in semi-structured interviews and kept reflective practice journals for six weeks. Findings indicated that social media served as a dual-purpose influence, supporting learning and community while also increasing procrastination, comparison, and task-switching. Participants employed intentional technological boundaries, external accountability, and routines to mitigate digital, environmental, and internal interruptions. These results contribute to neurodiversity research in higher music education and offer suggestions for accessibility, healthy social media habits, and support strategies for students with ADHD.

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