Abstract: To explore the relationship between academic selfconcept and recessive truancy, as well as its inner mechanism in college students, a sample of 504 college students, completed the Genera Academic SelfConcept Questionnaire, Motivated Strategies for Learning Questionnaire, School Climate Questionnaire and Recessive Truancy Scale. Results revealed that: (1) After controlling for gender, grade and major effects, academic selfconcept directly negative predicted recessive truancy; (2) Academic self -concept could not only affect college students recessive truancy directly, but also affect recessive truancy through the mediation of academic motivation;(3) The mediating role of academic motivation is moderated by school climate, and perception of school climate moderates the first half process of academic selfconcept-academic motivation-recessive truancy. Specifically, the indirect effect was much stronger for college students with high perceptions of school climate relative to those with low perceptions of school climate. These findings have important implications for the prevention and intervention of recessive truancy.