A Study on How Aesthetic Teaching in Contemporary College Music Classes Affects Students’ Core Music Literacy: Self-Efficacy as a Mediator

Abstract

Against the backdrop of the development of aesthetic education in the new era that “cultivates people with beauty, influences people with beauty, and nourishes people’s hearts with beauty”, public music courses in universities serve as the main platform for implementing aesthetic education, and aesthetic teaching constitutes the core starting point of music education. This study aims to explore the relationships among aesthetic teaching in college music classes, music learning self-efficacy and students’ core music literacy, and examine the mediating effect of music learning self-efficacy between aesthetic teaching in music classes and core music literacy. Using the questionnaire survey method, college students who took elective public music courses were selected as research participants. Data were collected with the Aesthetic Teaching in Music Classes Scale, Music Learning Self-Efficacy Scale and Core Music Literacy Scale. The results show that aesthetic teaching in music classes significantly and positively predicts college students’ core music literacy; aesthetic teaching in music classes significantly and positively predicts music learning self-efficacy; music learning self-efficacy significantly and positively predicts core music literacy; music learning self-efficacy plays a partial mediating role between aesthetic teaching in music classes and college students’ core music literacy. This study reveals the internal mechanism through which aesthetic teaching affects college students’ core music literacy, and provides theoretical references and practical implications for universities to optimize music classroom teaching design and improve the effectiveness of aesthetic education for college students.