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 4 / 13 the environment: skilled performance may elicit positive feedback from peers or teachers (environmental factors), which enhances self-efficacy—a key personal factor in Bandura’s theory—thus motivating continued skill development and deeper aesthetic engagement. Aesthetic literacy, through its habitual engagement dimension, transcends mere academic knowledge to include every- day encounters with music and art, reflecting the reciprocal interaction between behavior and environmental factors [16]. A comprehensive assessment of MAL should therefore account for not only knowledge but also engagement and appre- ciation skills, as these dimensions collectively illustrate how personal factors, behavior, and environmental influences dynamically interact to shape aesthetic development [17]. This holistic approach, grounded in Bandura’s triadic model, underscores the importance of developing creative expression alongside aesthetic literacy, thereby reinforcing its signifi- cance for music education. Classroom climate The classroom climate plays a fundamental role in shaping students’ learning experiences and outcomes, and it is a grow- ing area of research in education [18,5]. Studies have examined various aspects of the classroom climate, including peer relations, TSI, and the PE [19], with many noting its impact on students’ social skills, motivation, and academic achieve- ment. However, much of the research has been conducted in general education settings, and relatively few studies have

specifically examined the effects of the classroom climate on music aesthetic literacy acquisition among college students. Physical environment The PE of a classroom impacts students’ learning outcomes, well-being, and overall satisfaction significantly. Various studies have explored different aspects of the classroom environment, including the psychological atmosphere, furniture configurations, thermal comfort, and interior design elements. Ying et al. [20] suggest that creating a positive psycholog- ical atmosphere in physical education classrooms can reduce anxiety levels significantly among students. Establishing healthy school environments can support both students’ and employees’ physical activity, dietary behaviors, and mental health [21]. In addition, students dissatisfied with the noise level in the classroom and the summer heat in semiopen spaces were more likely to exhibit anxiety tendencies [22]. Teacher–student interactions TSIs are a fundamental aspect of the educational process, influencing student engagement, learning outcomes, and the classroom climate significantly. This study explores various dimensions of these interactions across different educational settings and methodologies. Providing feedback is a critical component of TSIs, enhancing student engagement and understanding significantly. This is particularly evident in online learning environments where feedback helps students revise their work effectively [23]. Nonverbal interactions, including gestures and visual engagement, play a significant

role in maintaining students’ attention and engagement, particularly in subjects such as mathematics and English [24]. In English Medium Instruction classrooms, the exclusive use of a second language can be challenging. Both teachers and students often prefer some use of the first language to facilitate understanding of complex concepts [25]. TSIs are multifaceted and play a crucial role in shaping the educational experience. Effective interactions, whether through verbal or nonverbal means, feedback, or minimal social gestures, can enhance student engagement, learning outcomes, and classroom climate significantly [26]. While the literature provides valuable insights into the classroom climate and its role in educational outcomes, there remains a significant gap in understanding how these factors particularly the PE and TSI—impact the acquisition of MAL among nonmusic-major college students. This study aims to address this gap by exploring the relationship between the classroom climate and MAL, thereby contributing to a deeper understanding of music education in higher education settings.