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

Objective 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. Methods 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. Results 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 ( R 2 = 0.439) and music aesthetic literacy ( R 2 = 0.553). Conclusion 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.