Aim: Explore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination.

Design: A descriptive correlational design was used.

Setting: This study was carried out in the faculty of nursing at the University of Alexandria.

Sample: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021-2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic.

Tools: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data.

Results: The study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test.

Conclusion: Based on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination.

Keywords: Academic anxiety; Cognitive emotion regulation; Emergency nursing students; Mediating; Procrastination.

© 2024. The Author(s).

目的： 探究护理学生使用认知情绪调节策略在学业焦虑与拖延之间的中介作用。

设计： 采用描述性相关研究设计。

地点： 该研究在亚历山大大学护理学院进行。

样本： 本研究的参与者为2021-2022学年第二学期注册紧急护理专业的所有学生，共654名护理专业学生。使用Sobel检验作为统计方法来确定中介效应的显著性，通过评估在包含认知情绪调节时感知到的学业焦虑与拖延之间的关系是否显著减弱，并利用回归模型中的系数和标准误差来计算检验统计量。

工具： 采用学业焦虑量表、学业拖延量表以及认知情绪调节问卷收集数据。

结果： 研究发现，46.5%的学生报告了高水平的焦虑，其中40.1%的学生感知到中等程度的焦虑，仅有11.3%的学生体验到了低水平的焦虑。此外，80.4%的护理学生表现出中度的学业拖延行为。根据Sobel检验结果表明，拖延与学业焦虑之间存在正相关关系，并且适应性和非适应性应对策略在两者间起中介作用。

结论： 基于研究结果可以得出结论，学业焦虑和拖延之间存在着复杂的因果关系。护理学生可能会采取学业拖延作为应对措施的一种方式。因此，减轻焦虑、纠正不良行为以及增强适应性的认知与情绪调节策略能够有效地减少学业拖延。

关键词： 学业焦虑；认知情绪调节；紧急护理学生；中介作用；拖延。