目的 调查护理本科生职业成熟度现状与学业情绪的现状, 并探讨二者之间的关系.方法 通过方便抽样的方法于2017年10-11月选择大连市某医学院校的330名护理本科生作为研究对象, 采用自行编制的护理本科生一般资料调查表、大学生职业成熟度量表、大学生一般学业情绪问卷, 调查护理本科生的一般资料、职业成熟度与学业情绪情况.结果 本次调查的护理本科生职业成熟度总分为 (104.86±11.94) 分, 条目均分为 (3.08±0.35) 分.护理本科生学业情绪维度得分由高到低依次为:积极学业情绪得分为 (68.34±11.89) 分, 条目均分为 (3.60±0.63) 分;积极低唤醒情绪得分为 (64.69±11.50) 分, 条目均分为 (3.40±0.61) 分;消极高唤醒情绪得分为 (76.04±17.60) 分, 条目均分为 (2.82±0.65) 分;消极低唤醒情绪得分为 (58.03±14.17) 分, 条目均分为 (2.52±0.62) 分.护理本科生学业情绪的积极高唤醒、积极低唤醒及消极低唤醒维度能够联合预测职业成熟度30.2％的变异量.结论 护理本科生职业成熟度水平处于中等水平, 有待提高;护理本科生学业情绪积极学业情绪体验多于消极学业情绪体验;学业情绪的3个维度能有效预测护理本科生的职业成熟度水平.%Objective To investigate the status of career maturity and academic emotion of nursing undergraduates and explore their relationship. Methods By convenient sampling, in October and November 2017, 330 nursing undergraduates in Dalian were selected and investigated by using the general information questionnaire, College Students ' Career Maturity Inventory and General Academic Emotion Questionnaire for College Students. Results The total score of occupational maturity of nursing undergraduates was 104.86±11.94 and the average score of each item 3.08±0.35. The dimensions of academic emotion with scores ranging from high to low were positive academic emotion 68.34 ±11.89 (average score of each item: 3.60±0.63) , positive and low arousal emotion 64.69±11.50 (average score of each item: 3.40 ±0.61) , negative high arousal emotion 76.04 ±17.60 (average score of each item: 2.82 ±0.65) and negative and low arousal emotion 58.03±14.17 (average score of each item: 2.52 ±0.62). The factors of positive high arousal, positive low arousal and negative low arousal could jointly predict 30.2％ of the variance of career maturity. Conclusion The career maturity of nursing students is in a medium level. There is more positive academic emotional experience of nursing students than negative one. The three factors of academic emotion can predict the vocational maturity level of nursing undergraduates effectively.
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