Is there a difference in self-reported stress between those receiving a scripted imagery intervention with and without music?

Self-regulative skills are needed by adults to combat anxiety in daily life, as this stress may harm the human body in both the short and long term (Gadberry, 2011). In general, stress is said to interrupt important learning processes: in some situations it can cause enough dysfunction as to thwart memory and performance (Mungas, 2011). University students (specifically females) are considered at most risk due to anxiety from expectations of performance in the educational setting (Gadberry, 2011). Students may use any number of ways to cope, some of which may be unhealthy and result in more harm than good. Introducing a safe way to deal with stress using music-assisted relaxation can aid students greatly in lowering their stress levels, and protect their future health (Mungas & Silverman, 2014). The assumption is that the interactive nature of mind and body aid in music-based interventions for stress management and using music paired with imagery is just one diversified way to manage stress (Robb, 2000)