目的 了解护理本科生在线学业情绪与感知教师情感支持的现状,探究两者间的相关性。 方法 方便选取山东省2所医学院校382名护理本科生,采用一般情况调查表、学业情绪问卷、学习者感知教师情感支持量表进行问卷调查。 结果 护理本科生的在线学业情绪中,愉悦维度得分为（13.99±2.93）分,沮丧维度得分为（9.77±2.93）分,厌倦维度得分为（12.56±3.89）分;护理本科生感知教师情感支持总分为（63.05±14.34）分。感知教师情感支持与在线学业情绪中的愉悦维度呈正相关（r=0.716,P<0.01）,与沮丧、厌倦维度呈负相关（r=-0.635、-0.637,P<0.01）。 结论 护理本科生在线学习中积极学业情绪多于消极学业情绪,感知教师情感支持处于中等水平,有待进一步提升。护理教育者应关注护理本科生在线学习状况,给予积极的情感支持,培养其积极的在线学业情绪。

Objective To understand the status of online academic emotions and perceived teacher emotional support in nursing undergraduates and to explore their relationship. Methods A total of 382 nursing undergraduates were recruited from two medical colleges in Shandong by convenience sampling. Questionnaires survey were conducted by using the general information questionnaire,the Achievement Emotions Questionnaire,and the Learner-perceived Teacher Emotional Support Scale. Results For online achievement emotions,the score of pleasure dimension was（13.99±2.93）,the score of depression dimension was（9.77±2.93）,and the boredom dimension score was（12.56±3.89）. The total score of perceived teacher emotional support for nursing undergraduates was（63.05±14.34）. Perceived teacher emotional support was positively correlated with the dimension of pleasure in online achievement emotions（r=0.716,P<0.01）,and negatively correlated with the dimension of depression and boredom（r=-0.635、-0.637,P<0.01）. Conclusion Nursing undergraduates experience more positive achievement emotions than negative achievement emotions in online learning,and the perceived teacher emotional support of nursing undergraduates are at a moderate level,which needs to be further improved. Nursing educators should pay attention to the online learning status of nursing undergraduates and provide positive emotional support,and cultivate their positive online achievement emotions.