近年來大學很容易入學，然而學生入學之後的蹺課相當普遍。大學生蹺課是一個重要的研究及實務議題。究竟是什麼原因會讓大學生蹺課呢？本研究以華得大學的學生為研究對象，其中將資料區分為學系與學生層因素，運用問卷調查法蒐集17系共550名學生。接著透過階層線性模式分析大學生蹺課的因素，獲得以下結論：（一）各學系之間的差異在解釋大學生的蹺課次數不可忽略。（二）學生層的性別（男生比女生會蹺課）、家庭收入愈多愈會蹺課；愈喜歡課程、愈會時間管理與愈自我要求，學生蹺課次數愈少。（三）學系層的學習風氣對蹺課次數有縮減效果，學生自律學習則否。（四）學習風氣對於時間管理對蹺課次數有調節效果。

It has been easy for students enter the university in recent years. Perhaps because of this reason, truancy has been a common phenomenon. University students’ truancy is a crucial research topic. Thus, our research focus is: what factors impact the truancy? Our study investigated the effects of both the department level and the student level factors on the students’ truancy, using a questionnaire to collect the data from 550 students in 17 departments at Hua-Der University. Hierarchical Linear Modeling (HLM) was applied to analyze the data. The results are described below. First, the differences between departments, important in predicting students’ truancy, are not negligible factors. Second, among the learner-level factors, gender, income, how much the students like curriculum, time management and self-regulation have significant effects on truancy. Third, in terms of the department-level factors, learning atmosphere in the department has positive effects on truancy. Fourth, the atmosphere for learning within a department has a mediating effect on truancy.