Exploring the impact of classroom climate on music aesthetic literacy in nonmusic majors

PLOS One | https://doi.org/10.1371/journal.pone.0333470 October 7, 2025 3 / 13 students. According to Bandura, human behavior is shaped by a dynamic interaction between personal, environmental, and behavioral factors, where self-efficacy plays a crucial role in mediating these relationships. In the context of aesthetic education, the classroom climate—comprising both the PE and TSI—serves as the environmental influence on students’ acquisition of MAL. However, personal factors such as self-efficacy and gender differences must also be considered, as they directly affect how students engage with and benefit from these environmental factors. The PE of a classroom, including spatial arrangements, lighting, and available resources, is a significant factor influ- encing learning outcomes. Research has shown that a well-structured environment enhances student engagement and correlates positively with academic success [9]. In music education, where aesthetic literacy is not only cognitive but experiential, factors such as classroom acoustics, technology integration, and comfortable spaces for practice can have a profound effect on students’ creative and interpretive abilities. Given the aesthetic and experiential nature of music education, this study posits that the PE will positively impact students’ MAL, with self-efficacy mediating this relation- ship [10]. TSI is a pivotal aspect of the classroom climate, influencing students’ cognitive and emotional development. In music

aesthetics education, where interpretation and emotional engagement are critical, effective teacher–student rapport enhances students’ learning experience and thereby fosters a positive classroom atmosphere [11]. Empathy and construc- tive feedback from teachers is crucial for aesthetic learning, which is inherently subjective and personal [12]. This study expects that the TSI will have a stronger influence on MAL than the PE, as emotional support and mentorship in aesthetic education are critical in enhancing students’ self-expression and creativity. By adopting Bandura’s model, this study integrates the personal, behavioral, and environmental dimensions of learning, focusing on how these three components contribute collectively to the development of MAL. This theoretical approach allows for a holistic exploration of the classroom climate’s role, not only in terms of external environmental factors but also in how it interacts with students’ personal motivations and beliefs. Music aesthetic literacy MAL, rooted in the intrinsic connection between music and aesthetics, serves as a cornerstone in the philosophy of music education. To provide a clear operational definition, MAL can be conceptualized as a dynamic construct encompassing four interrelated dimensions: Habit, Attitude, Knowledge, and Performance and Appreciation Skills (PAS). These dimen- sions collectively reflect an individual’s capacity to engage with music not only cognitively but also affectively and behav- iorally, aligning with the holistic goals of music education.

Reimer, a leading scholar in the field, emphasized that aesthetic principles are vital for fostering both creative think- ing and holistic development, laying a foundational argument for integrating aesthetic experiences into music education [13]. His approach advocates for aligning pedagogical practices with the broader goal of nurturing students’ meaning- ful engagement with music and art, which resonates with the multifaceted nature of MAL. More recent studies have extended the scope of aesthetic literacy beyond traditional forms, highlighting its impact on everyday life and social interactions, thus reinforcing the relevance of MAL’s habit and attitude dimensions in real-world contexts [3]. Empirical research has further validated the multidimensionality of MAL in music education, with studies identifying knowledge of music concepts, performance skills, attitudes toward music, and habits of participation as key components [14,15]. From the perspective of Bandura’s social cognitive theory, which emphasizes the triadic reciprocal causation between personal factors, behavior, and environmental influences, each dimension of MAL can be explicitly linked to this dynamic model. Knowledge of music aesthetics and concepts represents a personal cognitive factor that shapes how individuals interpret environmental musical stimuli. This knowledge influences Attitude toward music, as positive attitudes—rooted in understanding—strengthen the motivation to seek out musical experiences, thereby reinforcing the Habit of engagement.

In turn, habitual engagement (a behavioral factor) exposes individuals to diverse musical environments, which further enriches their knowledge and refines their attitudes. PAS, as a behavioral manifestation, is both shaped by and shapes