University Honors

This study examines the relationship between music ensemble participation and academic performance, time management, and cognitive well-being among STEM students at the University of California, Riverside. Recent research has highlighted the benefits of music participation, yet limited research has examined its impact on the academic experiences and well-being of STEM students. Using a mixed-methods approach, survey data were collected from undergraduate STEM students: 235 enrolled in an introductory organic chemistry course and 58 students participating in university music ensembles, of whom 70.7% were STEM majors. Structured interviews were conducted with a subset of STEM music participants and music faculty, including ensemble directors. Results indicate that participation in music ensembles is associated with positive self-reported outcomes in time management and cognitive well-being. Many STEM students involved in music reported effective time management abilities, suggesting that engagement in structured musical activities may support organizational skills. Students also indicated that music participation provided a mental and emotional outlet, reducing stress and improving focus. Interview data from both students and faculty supported these findings, highlighting themes of discipline, balance, and personal growth. Despite these positive reported benefits, no significant difference in GPA distribution was observed between music and non-music students, suggesting that music participation does not measurably impact academic performance. While students involved in music reported occasional scheduling conflicts, these were generally infrequent and did not significantly hinder academic responsibilities. Overall, music ensemble participation is associated with improved well-being and organizational skills without negatively affecting academic outcomes in STEM students.