Simultaneously listening to music whilst doing other tasks has become more common with the development of mobile technology and the rise of streaming platforms, but what affect does listening to music have on task performance? There have been several theories on this both advocating for and against the effects of music. This study has two primary questions to answer. Does background noise (condition 1: no music, condition 2: music with words, condition 3: same music without words) influence reading comprehension, and does how well individuals perform on complex tasks correlate with individual differences particularly their ability to media multitask and their boredom proneness. The findings are generally in-line with the consensus of prior research that music does have a negative impact on complex tasks when compared to performing them without auditory stimuli. Although there are differences depending on what stimuli is used. A correlation was found that has not been extensively studied by prior research to my knowledge. It pertains to the relationship of media multitasking and boredom proneness. It seems like the higher an individual’s MM score is the lower their BP score will be, on average. What implications this might have for the larger attention research field needs to be further explored before any inference can be made. The ANOVA and regression results for the other variables showed no significant correlations. / Att lyssna på musik samtidigt som man utför andra uppgifter har blivit allt vanligare med utvecklingen av mobil teknik och uppkomsten av streamingplattformar, men vilken påverkan har egentligen musiklyssnande på uppgiftprestanda. Det har funnits flera teorier om detta som förespråkande för och emot effekterna av musik. Denna studie har primärt två frågor att svara på. Påverkar bakgrundsljud (villkor 1: ingen musik, villkor 2: musik med ord, villkor 3: samma musik utan ord) läsförståelsen, och finns det ett samband mellan hur bra en individ utför en komplex uppgift, och individuella skillnader, särskilt förmågan för "media multitasking" och deras "boredom proneness". Resultaten är allmänt i linje med konsensusen från tidigare forskning att musik har en negativ inverkan på komplexa uppgifter jämfört med att utföra dem utan auditivt stimuli. Även om det finns skillnader i inverkan beroende på vilka stimuli som används. En korrelation hittades som inte har undersökts noggrant genom tidigare forskning, enligt min vetskap. Det avser förhållandet mellan "media multitasking" och "boredom proneness". Det verkar som att ju högre en individs MM-poäng är desto lägre blir deras BP-poäng. Vilka konsekvenser detta kan ha för forskningsfältet i stort är svårt att säga och måste undersökas ytterligare innan någon slutsats kan göras. Resultaten från utförd ANOVA och regressionsanalys påvisade inga andra signifikanta korrelationer mellan de andra variablerna i insamlade data.

Streaming video services have been ingrained into everyday life among Swedish teens, and the media content is often considered to benefit English language learners. The present study aims to verify that elevated English language proficiency and avid consumption of online streaming media appear synchronously in upper secondary school students. This is done by gauging online streaming media habits in students enrolled in a Swedish upper secondary school using a questionnaire, and then employing Pearson correlations to investigate the strength of the relationship between this data and student scores on a provided test of receptive vocabulary. Some attention is given to the effect of subtitle language choice on the viewer, as well as giving a brief summary of extramural English. The results are that there were found to be mostly weak correlations of low significance between test scores and online streaming media-use. The discussion links the predominantly weak correlations and significance values to previous studies about frequent multitasking occurring while participants are watching audiovisual media at home. Some space is given to a suggestion on how to adapt the present methodology to upper secondary schools to enable active teachers to explore how their English learners consume audiovisual streaming media and how this may relate to language proficiency. The study concludes that more research is needed to form a more accurate view of the relationship between watching online streaming audiovisual media and improved English language proficiency, and that further investigations should be of greater magnitude and breadth in both sampling as well as what demographic data is gathered.