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

## TL;DR

This study explores how future time perspective affects classroom disengagement in Chinese nursing students through intrinsic learning motivation.

## Contribution

The study provides empirical validation of the FTP–ILM–classroom disengagement pathway in Chinese nursing education.

## Key findings

- Future time perspective positively correlates with intrinsic learning motivation.
- Intrinsic learning motivation negatively correlates with classroom disengagement.
- Intrinsic learning motivation mediates the relationship between future time perspective and classroom disengagement.

## Abstract

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.

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.

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).

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.

Not applicable.

The online version contains supplementary material available at 10.1186/s12912-025-04280-6.