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目的 调查新型冠状病毒性肺炎疫情期间复学后的学生焦虑情绪、适应能力与完美主义人格的关系.方法 采用分层随机抽样抽取浙江省某职业技术学院大学生609人进行焦虑自评量表、大学生心理适应能力自测问卷和中文版Frost多维完美主义量表的网络问卷调查.结果 ①学生的焦虑自评量表得分为39.59±7.18,高于复学前对学生进行的心理普查中的焦虑得分.②学生的焦虑情绪在不同性别之间差异显著,其中女性的焦虑情绪显著高于男性(P＜0.01).学生的适应能力在不同年级之间差异显著,其中大二年级的学生适应能力最好,大三年级的学生适应能力最差.③焦虑情绪与完美主义人格中的担心错误维度、父母期望维度、个人标准维度和行动的疑虑维度呈显著正相关.适应能力与条理性维度呈显著正相关,与父母期望维度、个人标准维度和行动的疑虑维度呈显著负相关,与焦虑情绪呈显著正相关.④适应能力可通过行动的疑虑维度对焦虑情绪起负向间接作用(β=-0.036,P＜0.01),适应能力对行动的疑虑维度起负向直接作用(β=-0.297,P＜0.01),行动的疑虑维度对焦虑情绪起正向直接作用(β=0.121,P＜0.01).适应能力可通过行动的疑虑维度对焦虑情绪起完全中介作用.结论 防疫期间复学后的高职院校学生焦虑水平升高,高校可通过针对学生行动的疑虑维度进行干预,降低学生焦虑情绪,提升学生的心理健康水平.“,”Objective To investigate the relationship between students\'\' anxiety, adaptability and perfectionist personality after returning to school during the novel coronavirus pneumonia epidemic. Methods A stratified random sampling was used to select 609 college students from a vocational and technical college in Zhejiang Province to conduct an online questionnaire survey of the anxiety self-rating scale, the psychological adaptability self-test questionnaire of college students, and the Chinese version of the Frost multidimensional perfectionism scale. Results ① The student\'\'s anxiety self-rating scale score was 39.59±7.18, which was higher than the anxiety score of the student\'\'s psychological survey before returning to school. ② The anxiety of students differs significantly between different genders, and the anxiety of women is significantly higher than that of men (P＜0.01). The adaptability of students varies significantly among different grades, among which the second-year students have the best adaptability and the third-year students have the worst adaptability. ③ Anxiety is significantly positively correlated with the worries about wrong dimensions, parental expectations, personal standards, and action doubts in the perfectionist personality. Adaptability is significantly positively correlated with the dimensions of organization, negatively correlated with parental expectations, personal standards, and doubts of action, and positively correlated with anxiety. ④ Adaptability can have a negative and indirect effect on anxiety through the doubt dimension of action (β=-0.036, P＜0.01), and adaptability has a negative direct effect on the doubt dimension of action (β=-0.297, P＜0.01) , the doubt dimension of action has a positive and direct effect on anxiety (β=0.121, P＜0.01). Adaptability can completely mediate anxiety through the doubt dimension of action. Conclusion The anxiety level of vocational college students after returning to school during the epidemic prevention period increases. Colleges and universities can intervene in the doubtful dimension of student actions to reduce student anxiety and improve students\'\' mental health.