Abstract:

Objective To explore the interrelationships among learning burnout，mobile phone addiction，self-control，learning motivation，and recessive truancy behavior of nursing undergraduates. Methods A convenience sampling method was used to recruit 392 nursing undergraduates from a medical university in Northeast China as the study participants. The Recessive Truancy Scale for College Students，the Learning Motivation Scale，the Learning Burnout Scale，the Mobile Phone Addiction Index，and the College Student Self-Control Scale was applied in data collection. A sparse factor network model was constructed using R 4.4.1 software to analyze the correlations among variables，node strength，betweenness centrality，and closeness centrality among variables，identifying core and bridging factors. Network stability was also assessed. Results Recessive truancy showed significant positive correlations with learning burnout（r=0.40） and mobile phone addiction（r=0.27）. The predictability of recessive truancy was 46.1%，and the intensity of learning burnout was 1.90. Learning motivation acted as a bridging factor，exhibiting the highest betweenness centrality of 3.00，significantly surpassing other variables. Recessive truancy and mobile phone addiction demonstrated higher closeness centrality with the index of 0.69 and 0.71，respectively. The correlation stability（CS） coefficient was 0.75. Conclusion Learning burnout is the central driver of recessive truancy among nursing undergraduates，while learning motivation serves as a critical bridging factor. Nursing educators should develop and implement targeted interventions focusing on learning burnout and motivation to effectively reduce recessive truancy behaviors in this population.

Key words: Education, Nursing, Undergraduate, Recessive truancy, Network analysis