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 8 / 13 incorporating both correlation and linear regression analyses to explore the relationships between the classroom climate variables and MAL dimensions. Pearson correlation analysis was used to assess the associations between PE, TSI, and the various dimensions of MAL, providing insights into the strength and direction of these relationships. This analysis offered a preliminary under- standing of how classroom climate factors relate to MAL outcomes. Linear regression analysis was then employed to further explore the impact of the classroom climate on MAL. In this analysis, PE and TSI were treated as independent variables, with MAL as the dependent variable. The objective was to determine the extent to which PE and TSI predict MAL, highlighting the specific contributions of each classroom climate factor to the development of music aesthetic literacy among nonmusic-major students. Separate linear regression analyses were conducted to gain a more detailed understanding of the influence of PE and TSI on different aspects of MAL. Attitude, Habit, Knowledge, and Performance and Appreciation Skills (PAS) within MAL were examined as dependent variables, with PE and TSI operating as independent variables. These analyses aimed to uncover the differential effects of classroom climate factors on the distinct facets of MAL, providing deeper insights into the mechanisms linking the classroom climate to MAL dimensions. Results Correlation analysis

Pearson correlation analysis was conducted to explore the relationships between the PE, TSI, and various dimensions of MAL including Habit, Attitude, Knowledge, and PAS. The results, displayed in Table 5, show that PE is significantly correlated with TSI, Habit, Attitude, Knowledge, and PAS, with correlation coefficients of 0.448, 0.389, 0.352, 0.413, and 0.276, respectively (Table 5). Impact of classroom climate on music aesthetic literacy To further examine the impact of the classroom climate on MAL, linear regression analysis was conducted using PE and TSI as independent variables and MAL as the dependent variable. As shown in Table 6, both PE and TSI have significant positive effects on MAL. The regression analysis reveals that both PE (B = 0.189, p < 0.05) and TSI (B = 0.407, p < 0.05) significantly predict MAL. This suggests that for every one-unit increase in PE and TSI, there is a corresponding increase of 0.189 and 0.407 units in MAL, respectively. The standardized coefficients show that TSI has a stronger impact on MAL (Beta = 0.522) compared to PE (Beta = 0.233), underscoring the quite critical role of TSI in fostering music aesthetic literacy. Table 5. Correlation analysis of measure factors. Average Value Standard Deviation PE TSI Habit Attitude Knowledge PAS PE 3.567 0.76 1 TSI 3.631 0.791 0.448* 1 Habit 3.545 0.801 0.389* 0.557* 1 Attitude 3.543 0.808 0.352* 0.431* 0.424* 1 Knowledge 3.479 0.809 0.413* 0.452* 0.427* 0.480* 1 PAS 3.45 0.799 0.276* 0.482* 0.457* 0.399* 0.515* 1

Note. * p < .05, PE = Physical Environment, TSI = Teacher–Student Interaction, PAS = Performance and Appreciation Skills. These findings indicate a positive correlation between PE, TSI, and all dimensions of MAL. Notably, TSI shows a particularly strong correlation with PAS (r = 0.482), suggesting that TSI is crucial in enhancing students’ PAS. https://doi.org/10.1371/journal.pone.0333470.t005