摘要：The objective of this study is to examine the predictive role of pre-service teachers’ professional anxiety on positive emotions. The relational screening model was adopted in the study. 484 pre-service teachers were selected from the Faculty of Education in Kırıkkale University with stratified sampling method for sample. Occupational Anxiety Scale and Dispositional Positive Emotion Scales were applied to sample group. Correlation and multiple regression analysis were used to analyze the data. Correlation analysis revealed that the relations between contentment and occupational exam centered anxiety and socio-economic centered anxiety have the highest scores, whereas the relations between compassion and socio-economic centered anxiety and school management centered anxiety have the lowest scores. Results of multiple regression analysis indicated that occupational exam centered anxiety and socio-economic centered anxiety are significant predictors of positive emotions but job oriented anxiety, interaction with students centered anxiety, colleagues and students’ parents centered anxiety, self-development centered anxiety, adaptation self-development centered anxiety and school management centered anxiety isn’t a predictor for positive emotions. Suggestions for decreasing the pre-service teachers’ occupational anxiety level were presented at the end of the study.
