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Background <p>Nursing students, as future frontline healthcare providers, operate in a complex and demanding field where maintaining academic engagement is crucial for effective learning and professional development. However, this engagement is often challenged by various factors. Although future time perspective (FTP) is known to influence student engagement, the mediating pathway through intrinsic learning motivation (ILM) remains underexplored in nursing education. This study is among the first to provide a large-scale empirical validation of this specific FTP–ILM–classroom disengagement pathway in the context of Chinese nursing education. It aims to clarify this mediating mechanism and provide practical implications for reducing disengagement and enhancing educational quality.</p> Methods <p>This cross-sectional study used convenience sampling to investigate 889 nursing students from six universities in Shaanxi Province from December 2024 to March 2025. The instruments included the Future Time Perspective Scale, the Intrinsic Learning Motivation Scale, and the Classroom Disengagement Scale. Data were analyzed by using IBM SPSS Statistics 26.0 for descriptive statistics, correlation analysis, and mediation analysis.</p> Results <p>A total of 920 nursing students completed the questionnaires, resulting in 889 valid responses (96.6% response rate). Invalid questionnaires were primarily due to incomplete data. The average score on the Classroom Disengagement Scale was 88.055 ± 12.085, with a range from 40 to 120. Pearson correlation analysis showed a positive relationship between FTP and ILM (<i>r</i> = 0.613, <i>p</i> &lt; 0.01), and negative correlations between ILM and classroom disengagement (<i>r</i> = −0.738, <i>p</i> &lt; 0.01), and between FTP and classroom disengagement (<i>r</i> = −0.743, <i>p</i> &lt; 0.01). Mediation analysis using the Bootstrap method revealed a significant indirect effect of FTP on classroom disengagement through ILM (effect = −0.279, 95% CI: −0.319, −0.241).</p> Conclusion <p>This study highlights the significant roles of FTP and ILM in classroom disengagement among nursing students, with ILM acting as a mediator. To mitigate classroom disengagement and improve nursing educational quality, nursing educators should implement strategies to cultivate a positive FTP and strengthen ILM among students.</p> Clinical trial number <p>Not applicable.</p>

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Mediating role of intrinsic learning motivation in the relationship between future time perspective and classroom disengagement among Chinese nursing students: a cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月8日

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  • Hongxia Zhao,
  • Shijia Qin,
  • Wenxiu Ding,
  • Zijian Li,
  • Rong Gao

摘要

Background

Nursing students, as future frontline healthcare providers, operate in a complex and demanding field where maintaining academic engagement is crucial for effective learning and professional development. However, this engagement is often challenged by various factors. Although future time perspective (FTP) is known to influence student engagement, the mediating pathway through intrinsic learning motivation (ILM) remains underexplored in nursing education. This study is among the first to provide a large-scale empirical validation of this specific FTP–ILM–classroom disengagement pathway in the context of Chinese nursing education. It aims to clarify this mediating mechanism and provide practical implications for reducing disengagement and enhancing educational quality.

Methods

This cross-sectional study used convenience sampling to investigate 889 nursing students from six universities in Shaanxi Province from December 2024 to March 2025. The instruments included the Future Time Perspective Scale, the Intrinsic Learning Motivation Scale, and the Classroom Disengagement Scale. Data were analyzed by using IBM SPSS Statistics 26.0 for descriptive statistics, correlation analysis, and mediation analysis.

Results

A total of 920 nursing students completed the questionnaires, resulting in 889 valid responses (96.6% response rate). Invalid questionnaires were primarily due to incomplete data. The average score on the Classroom Disengagement Scale was 88.055 ± 12.085, with a range from 40 to 120. Pearson correlation analysis showed a positive relationship between FTP and ILM (r = 0.613, p < 0.01), and negative correlations between ILM and classroom disengagement (r = −0.738, p < 0.01), and between FTP and classroom disengagement (r = −0.743, p < 0.01). Mediation analysis using the Bootstrap method revealed a significant indirect effect of FTP on classroom disengagement through ILM (effect = −0.279, 95% CI: −0.319, −0.241).

Conclusion

This study highlights the significant roles of FTP and ILM in classroom disengagement among nursing students, with ILM acting as a mediator. To mitigate classroom disengagement and improve nursing educational quality, nursing educators should implement strategies to cultivate a positive FTP and strengthen ILM among students.

Clinical trial number

Not applicable.