摘要目的 探讨护理本科生自我设限和学习动机对生涯适应力的影响.方法 于2017年3月整群抽取中国医科大学护理学院1~3年级的护理本科生220名为研究对象.采用自我设限量表、学习动机量表、大学生生涯适应力问卷进行调查.结果 护理本科生学习动机量表总分为(83.88±10.36)分,自我设限量表总分为(43.68±9.50)分;大学生生涯适应力问卷的条目均分为(3.59±0.53)分.护理本科生生涯适应力与自我设限呈负相关(P<0.05),与学习动机呈正相关(P<0.01).多元线性回归分析显示,学习动机和自我设限是护理本科生生涯适应力的影响因素(P<0.05).结论 护理本科生的自我设限和学习动机对其生涯适应力均有影响,可通过减少护理本科生自我设限的情况以及提升其学习动机来改善其生涯适应力.

abstractsObjective To explore the influence of self-handicapping and learning motivation on career adaptability in nursing undergraduates. Methods In March 2017, we selected a total of 220 nursing undergraduates in first to third grade from School of Nursing, China Medical University by cluster sampling. The investigation was carried out with the Self-handicapping Scale, Learning Motivation Scale and College Students' Career Adaptability Questionnaire. Results The mean score of Learning Motivation Scale, Self-handicapping Scale and College Students' Career Adaptability Questionnaire of nursing undergraduates was (83.88±10.36), (43.68±9.50), (3.59±0.53) respectively. Among nursing undergraduates, the career adaptability was negatively correlated with the self-handicapping (P< 0.05) and was positively correlated with the learning motivation (P<0.01). Multiple linear regression showed that the learning motivation and the self-handicapping were the influencing factors of career adaptability of nursing undergraduates (P< 0.05). Conclusions The self-handicapping and learning motivation of nursing undergraduates have influence on career adaptability. The career adaptability could be improved by reducing the self-handicapping of nursing undergraduates and promoting their learning motivation.