BACKGROUND: Career locus of control refers to individuals' beliefs about whether their career outcomes are determined by personal effort or external forces. It is considered a key factor in nursing students' professional development, psychological well-being, and career sustainability. However, existing research has predominantly employed variable-centered approaches, focusing on average levels of control and potentially obscuring meaningful heterogeneity within student populations. This study aimed to identify latent profiles of career locus of control and examine their associated sociodemographic, educational, and psychological factors among undergraduate nursing students in China. METHODS: A cross-sectional survey was conducted among 582 undergraduate nursing students from a university in Hebei Province, China, between November and December 2025. Data were collected using a general information questionnaire, the Career Locus of Control Scale for Nursing Undergraduate Students, the Professional Commitment Scale, and the Professional Identity Questionnaire for Nursing Students. Latent profile analysis was employed to identify distinct career locus of control profiles, and multinomial logistic regression analysis was used to explore associated sociodemographic, educational, and psychological factors. RESULTS: Three latent profiles of career locus of control were identified: Low Internal-Low External Control (32.7%), High Internal Control-Low External Attribution (51.0%), and Balanced Internal-External Control (16.3%). Year of study, maternal educational attainment, class officer experience, parental or primary caregiver's occupation, professional commitment, and professional identity were significant predictors of profile membership (p < 0.05). CONCLUSION: This study identified three latent profiles of career locus of control among undergraduate nursing students, demonstrating substantial heterogeneity in perceptions of personal agency and external influences in career development. These findings support differentiated educational strategies to enhance career clarity and self-efficacy, strengthen emotional regulation and resource utilization, and promote leadership development. Such targeted interventions may foster adaptive career control beliefs and support sustainable professional development in nursing education.
Wang et al. (Fri,) studied this question.