目的 探讨学习动机在护理本科生学业自我概念与隐性逃课间的中介作用。方法 采用便利抽样法选取全国8所高校护理学院628名在读本科生，使用大学生隐性逃课量表、大学生学习动机问卷、一般学业自我概念量表对其进行问卷调查。结果 护理本科生隐性逃课、学习动机、学业自我概念得分分别为（78.58±12.13）分、（123.65±25.21）分、（67.77±12.31）分。学业自我概念与学习动机呈正相关，与隐性逃课呈负相关，学习动机与隐性逃课呈负相关（均P＜0.001）；学习动机在学业自我概念和隐性逃课间的中介效应为0.114，占总效应的22.85%。结论 学习动机在护理本科生学业自我概念与隐性逃课间发挥了中介作用，教育者应采取措施，端正护理本科生的学业自我概念，激发其学习动机，减少隐性逃课的发生。

Objective To explore the mediating effect of learning motivation between academic self-concept and recessive 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 questionnaire 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-concept,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 total 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 learning motivation of these students,thereby reducing the occurrence of their recessive truancy.

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兰州大学护理学院教育教学改革项目(JYXM-2023-50502)