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 7 / 13 construct share a high proportion of variance. For example, the TSI construct (AVE = 0.605) demonstrates strong conver- gent validity. Discriminant validity was assessed using the Hetero-trait-mono-trait (HTMT) ratio (Table 4). All HTMT values were below 0.85, confirming that the constructs are distinct from one another. For instance, the HTMT value between MAL and PE is 0.453, indicating a clear differentiation between these constructs. The reliability and validity analyses confirm that the instrument used in this study is both dependable and appropriate for measuring classroom climate, self-efficacy (SE), and MAL. Cronbach’s alpha values consistently above 0.79 ensure high internal consistency, while the KMO and Bartlett’s tests, along with convergent and discriminant validity measures, affirm the robustness of the instrument’s validity. To address the integration of all classroom climate sub-constructs, sup- plementary analyses were conducted to examine their indirect effects on MAL via self-efficacy, as detailed in the Results section. These findings provide confidence in the accuracy and reliability of the data collected, facilitating further in-depth analysis. Data collection The questionnaire was designed and administered using the Questionnaire Star platform, a widely used online survey tool in China. To ensure broad accessibility among the target participants, the survey was distributed through popular social

media platforms, including WeChat and QQ. Responses were collected electronically, allowing for efficient and timely data collection. This method facilitated the inclusion of a diverse range of respondents while ensuring that the data collection process was both secure and scalable. The collected data were entered into the computer and checked twice to ensure accurate entry (see S1 Dataset). Data analysis Statistical analyses were conducted using SPSS 26 software to examine the influence of the overall classroom climate— specifically the PE and TSI—on MAL among nonmusic-major college students. A structured approach was employed, Table 3. Reliability and convergent validity test. Constructs Cronbach’s alpha Composite reliability (CR) Average variance extracted (AVE) MAL 0.751 0.842 0.572 PE 0.905 0.927 0.679 PR 0.861 0.9 0.643 SE 0.919 0.934 0.638 TOTL 0.883 0.914 0.681 TSI 0.907 0.925 0.605 https://doi.org/10.1371/journal.pone.0333470.t003 Table 4. Discriminant Validity–HTMT criterion. Constructs MAL PE PR SE TOTL TSI MAL 0.756 PE 0.453 0.824 PR 0.426 0.414 0.802 SE 0.558 0.465 0.445 0.799 TOTL 0.521 0.38 0.358 0.487 0.825 TSI 0.628 0.395 0.396 0.546 0.429 0.778 https://doi.org/10.1371/journal.pone.0333470.t004