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目的:探讨创新效能感在护理专业大学生情绪调节与拖延行为间的中介效应与遮掩效应，以期为护理专业大学生创新效能感的培养、护生胜任创新性任务能力的提升提供参考。方法:于2018年5—6月采用整群抽样法，应用一般情况调查表、情绪调节问卷、大学生创新效能感量表、一般拖延量表对合肥市某医科大学的550名护理专业大学生进行调查。本研究共发放问卷550份，回收有效问卷509份，有效回收率为92.55%。结果:护理专业大学生的拖延行为与情绪调节、认知重评呈负相关（n P<0.01），与表达抑制呈正相关（n P<0.01）。拖延行为与创新效能感及其各维度呈负相关（n P<0.01）。情绪调节及其各维度与创新效能感呈正相关（n P<0.01）。护理专业大学生的创新效能感在认知重评与拖延行为间起部分中介作用，创新效能感在表达抑制与拖延行为间的间接效应表现为遮掩效应。n 结论:认知重评或表达抑制可通过创新效能感间接影响拖延行为，护理教育者可通过提高护生对自我的认可度以及开设线上或线下的创新培训课程增强学生的创新效能感。“,”Objective:To explore the mediating effect and masking effect of creative self-efficacy on emotion regulation and procrastination behavior of nursing undergraduates, to provide a reference for the cultivation of creative self-efficacy of nursing undergraduates and improvement of their competence in innovative tasks.Methods:From May to June 2018, a total of 550 nursing undergraduates from a medical university in Hefei were surveyed by cluster sampling method, using general data questionnaire, Emotion Regulation Questionnaire, Creative Self-efficacy Scale for College Students and General Procrastination Scale. A total of 550 questionnaires were issued in this study and 509 valid questionnaires were finally recovered, with an effective recovery rate of 92.55%.Results:The procrastination behavior of nursing undergraduates was negatively correlated with emotion regulation and cognitive reappraisal (n P<0.01) , and positively correlated with expression suppression (n P<0.01) . Procrastination behavior was negatively correlated with creative efficacy and its dimensions (n P<0.01) . Emotion regulation and its dimensions were positively correlated with creative efficacy (n P<0.01) . The creative efficacy of nursing undergraduates played a part of the mediating role between cognitive reappraisal and procrastination behavior, and the indirect effect of creative self-efficacy between expression suppression and procrastination behavior was shown as a masking effect.n Conclusions:Cognitive reappraisal or expression suppression can indirectly affect procrastination behavior through creative self-efficacy. Nursing educators can enhance students' innovation efficacy by increasing the self-recognition of nursing students and opening innovative training courses online or offline.