Better academic performance in high school, more class skipping in higher education?

Abstract While many determinants of higher education (HE) class skipping have been documented, its relationship with high school academic performance remains underexplored. This study explores the relationship between high school academic performance and HE class skipping. Drawing upon the Beijing College Students Panel Survey and a series of statistical methods, this study finds that students with better high school academic performance are more likely to skip more HE classes, particularly in general courses and among those not intending to pursue master's degrees. Class skipping occurs more frequently in general courses than in specialized courses. Individual self‐efficacy and student leadership activities could help explain the above findings. These findings highlight the significant role of high school academic performance in HE class skipping, with important implications for improving the match between curriculums and student needs.