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 5 / 13 Methods Research procedure This study employed a cross-sectional design to investigate the impact of the classroom climate on MAL among nonmusic-major college students. Participants were selected using convenience sampling from students enrolled in music aesthetics courses at the researcher’s institution. Data were collected through self-administered questionnaires distributed to the selected participants and quantitative methods were used to analyze the data. Participants recruitment Initially, 1,100 college students enrolled in music aesthetics courses at the researcher’s institution were approached using convenience sampling. This nonprobability sampling method selects individuals based on their accessibility, time availabil- ity, geographic proximity, and willingness to participate. Out of the initial pool, 305 valid questionnaires were returned and included in the analysis. In terms of gender distribu- tion, 149 (48.85%) were male and 156 (51.15%) were female. Regarding the academic year, juniors made up the largest group with 175 students (57.38%), followed by sophomores with 130 students (42.62%). The professional categories of the participants were distributed as follows: 98 students from Humanities and Social Sciences (32.13%), 94 from Science and Engineering (30.82%), and 113 from the Arts (but excluding Music) (37.05%). All 305 participants had completed the music aesthetics course. Instrument development and validation

The development and validation of the questionnaire employed in this study were examined rigorously using multiple statistical methods to ensure its reliability and validity. The survey consisted of 61 items, categorized into four sections: demographics, classroom climate, self-efficacy, and MAL. The measurement items, drawn from established studies, were assessed using a five-point Likert scale and 525 nonmusic-major students participated in the preliminary scale reliability test. Reliability analysis The basic instrument utilized in this investigation was a questionnaire adapted from the work of López et al. [19], de Fátima Goulão [27], and Wu [28]. The survey has 61 inquiries, categorized into four sections. Table 1 outlines Cronbach’s alpha values for each construct, demonstrating their internal consistency. Cronbach’s alpha values exceeding 0.7 indicate strong reliability, confirming that the items within each construct are consistent and reliable in measuring the target concepts. For example, the SE construct (α = 0.908) shows excellent reli- ability, indicating a robust internal consistency in assessing self-efficacy. Based on this, Fig 1 represents the relationships between the variables measured in this study. Table 1. Number and Sources of Measurement Items. Structure Number of Measured Items Cronbach’s Alpha Source Classroom Climate Physical Environment (PE) 6 0.81 López et al. (2018) [28] Teacher–Student Interactions (TSI) 8 0.79 López et al., (2018) [28] Peer Relationships (PR) 5 0.87 López et al., (2018) [28]

Teacher’s Orientation Toward Learning (TOTL) 5 0.84 López et al. (2018) [28] Self-Efficacy (SE) 8 0.908 Goulão, (2014) [29] Music Aesthetic Literacy (MAL) 25 0.94 Wu, (2017) [30] https://doi.org/10.1371/journal.pone.0333470.t001