Classroom climate dimensions, self-efficacy, and music aesthetic literacy: a mediation study with Chinese non-music major college students

TL;DR

This study shows how classroom environment and student confidence together influence music appreciation in non-music students in China.

Contribution

It identifies a novel mediation mechanism where classroom climate affects music aesthetic literacy through self-efficacy.

Findings

All four classroom climate dimensions significantly and directly affect music aesthetic literacy.

Self-efficacy partially mediates the relationship between classroom climate and music aesthetic literacy.

Teacher-student interaction most strongly predicts self-efficacy and indirectly influences music aesthetic literacy.

Abstract

This study investigates the mechanisms influencing music aesthetic literacy (MAL) among Chinese non-music-major university students, focusing on the direct effects of a multidimensional classroom climate and the mediating role of self-efficacy (SE), based on Bandura’s social cognitive theory.

A cross-sectional survey was conducted with 505 students from universities in Chongqing, China. Data were collected using adapted scales measuring classroom climate (physical environment-PE, teacher-student interaction-TSI, peer relationships-PR, teachers’ orientation toward learning-TOTL), self-efficacy, and music aesthetic literacy. Partial least squares structural equation modeling (PLS-SEM) was employed to test the hypothesized direct and mediating effects.

Findings revealed significant direct effects of all four classroom climate dimensions on MAL, with TOTL exhibiting the strongest direct effect (β = 0.264, p < 0.001). Crucially, self-efficacy partially mediated the relationships between each climate dimension and MAL, with significant indirect effects (e.g., TSI → SE → MAL: β = 0.047, p = 0.005). Teacher-student interaction was the strongest predictor of self-efficacy (β = 0.310, p < 0.001). The model explained substantial variance in both self-efficacy (R2 = 0.439) and music aesthetic literacy (R2 = 0.553).

The results elucidate a “classroom climate – self-efficacy – aesthetic literacy” mechanism, demonstrating that a supportive classroom environment enhances students’ music aesthetic literacy both directly and indirectly by fostering their confidence. This study provides empirical evidence for educators and policymakers to optimize classroom environments and integrate self-efficacy development as a core component in aesthetic education curricula for non-specialist students.

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