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Background <p>Teaching aims to improve the learning and all-round abilities of college students. However, the prevalent phenomenon of psychological truancy among college students is a major impediment to achieving the outcomes of teaching. Academic self-concept is a positive psychological feature that affects the academic activities of students. In this study, we explored the effect of academic motivation and school climate on the relationship between academic self-concept and psychological truancy.</p> Methods <p>This is a descriptive cross-sectional study. A total of 628 students from 8 Chinese medical colleges were enrolled. Four questionnaires of Academic Self-Concept Scale (44-item; α = 0.84), the Psychological Truancy Scale (28-item; α = 0.84), the Delaware School Climate Survey-Student (Chinese adaptation, 31-item; α = 0.89) and the academic motivation questionnaire (34-item; α = 0.93) were used to collect data. Data analysis was conducted using SPSS Statistics (version 25.0) and AMOS (version 24.0) software, with a significance level set at 0.05.</p> Results <p>The findings of the study indicated that academic self-concept not only directly affect psychological truancy (β = -0.110, 95% CI = -0.150 to -0.092, <i>p</i>&lt;0.05 ), but it also could indirectly affect psychological truancy through the mediation of school climate (β = -0.029, 95% CI = -0.014 to -0.049, <i>p</i> &lt;0.05) and academic motivation (β = -0.075, 95% CI = -0.117 to -0.051, <i>p</i>&lt;0.05), respectively. Furthermore, academic self-concept can decrease psychological truancy through the chain mediation of school climate and academic motivation (β = -0.019, 95% CI = -0.026 to -0.011, <i>p</i>&lt;0.05). This indicates that school climate and academic motivation significantly mediate the path from the academic self-concept to psychological truancy.</p> Conclusion <p>The study provides valuable insights for developing measures to mitigate psychological truancy behavior among medical students and improve their academic performance. These measures should also promote their academic self-concept, school climate, and academic motivation.</p>

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Relationship between academic self-concept and psychological truancy among medical college students in China: the chain mediating role of academic motivation and school climate

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月12日

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  • Tana Yu,
  • Yanwei Yang,
  • Qing Zeng,
  • Zihang Xu,
  • Caiyue Li,
  • Hongchen Zhang

摘要

Background

Teaching aims to improve the learning and all-round abilities of college students. However, the prevalent phenomenon of psychological truancy among college students is a major impediment to achieving the outcomes of teaching. Academic self-concept is a positive psychological feature that affects the academic activities of students. In this study, we explored the effect of academic motivation and school climate on the relationship between academic self-concept and psychological truancy.

Methods

This is a descriptive cross-sectional study. A total of 628 students from 8 Chinese medical colleges were enrolled. Four questionnaires of Academic Self-Concept Scale (44-item; α = 0.84), the Psychological Truancy Scale (28-item; α = 0.84), the Delaware School Climate Survey-Student (Chinese adaptation, 31-item; α = 0.89) and the academic motivation questionnaire (34-item; α = 0.93) were used to collect data. Data analysis was conducted using SPSS Statistics (version 25.0) and AMOS (version 24.0) software, with a significance level set at 0.05.

Results

The findings of the study indicated that academic self-concept not only directly affect psychological truancy (β = -0.110, 95% CI = -0.150 to -0.092, p<0.05 ), but it also could indirectly affect psychological truancy through the mediation of school climate (β = -0.029, 95% CI = -0.014 to -0.049, p <0.05) and academic motivation (β = -0.075, 95% CI = -0.117 to -0.051, p<0.05), respectively. Furthermore, academic self-concept can decrease psychological truancy through the chain mediation of school climate and academic motivation (β = -0.019, 95% CI = -0.026 to -0.011, p<0.05). This indicates that school climate and academic motivation significantly mediate the path from the academic self-concept to psychological truancy.

Conclusion

The study provides valuable insights for developing measures to mitigate psychological truancy behavior among medical students and improve their academic performance. These measures should also promote their academic self-concept, school climate, and academic motivation.