Mediating Effect of Learning Motivation Between Academic Self-Concept and Recessive Truancy of Undergraduate Nursing Students
Objective To explore the mediating effect of learning motivation between academic self-concept and re-cessive truancy among undergraduate nursing students.Methods Convenience sampling method was used to select 628 undergraduate students from nursing schools in 8 universities across the country as the research subjects.The question-naire survey was conducted using the College Student Recessive Truancy Scale,College Student Learning Motivation Questionnaire,and General Academic Self Concept Scale.Results The undergraduate nursing students scored(78.58±12.13),(123.65±25.21),and(67.77±12.31)for recessive truancy,learning motivation,and academic self-con-cept,respectively.Academic self-concept was positively correlated with learning motivation and negatively correlated with recessive truancy;learning motivation was negatively correlated with recessive truancy(all P＜0.001).The mediating effect of learning motivation between academic self-concept and recessive truancy is 0.114,accounting for 22.85％of the to-tal effect.Conclusions Learning motivation plays a mediating role between the academic self-concept and recessive truancy of undergraduate nursing students.Educators should take effective measures to correct the academic self-concept and learn-ing motivation of these students,thereby reducing the occurrence of their recessive truancy.
万方数据
维普
