Childhood abuse is an important public health problem, which happened in all spaces. As the progress of social civilization, it has gradually become a hot issue in the field of child research. More and more scholars have paid widespread attentions to the field of childhood abuse. Childhood abuse often brings irreparable psychological trauma to children, resulting in personality, psychology and behavior disorder, affecting extensive unfavorable effects and hazards to the children’s mental health and growth. Moreover, this harm may last whole life of a person. The current researches about child abuse are principally focused on the methods of abuse prevention and intervention and on the harm of abuse. In terms of the harm of abuse, many scholars have researched the relationships between childhood abuse and some psychological natures about emotions, yet the relationship between childhood abuse and regulatory emotional self-efficacy has not got great concern and still has a long way to go. The idea of regulatory emotional self-efficacy (RESE), originated from Bandura’s self-efficacy theory, essentially refers to the sense of self-confident of an individual based on subjective evaluation to his/her emotion regulation abilities. The RESE plays a vital role when individuals meet various emotional events and need to manage their emotions. To some extent, it can ease emotional tension and maintain self-adjusting mechanism and can promote the development of mental health. Thus this paper tried to explore the relationship between childhood abuse and regulatory emotional self-efficacy in college students from the perspective of positive psychology. Childhood Trauma Questionnaire-Short Form(CTQ-SF) and Regulatory Emotional Self-Efficacy Questionnaire were administered to the sample consisting of 472 college students. The survey of CTQ-SF was manipulated retrospectively. Totally 450 questionnaires were valid. One normal group, as controls, was set up and composed of 43 college students who hadn’t been suffered from abuse in childhood. Three experimental groups were established, i.e. EAEN group(n=37) who had experienced emotional abuse accompanying emotional neglect, EAPN group(n=31) who had experienced emotional abuse accompanying physical neglect, and ENPN group(n=39) who had experienced emotional neglect accompanying physical neglect. The results showed that: (1) Relevance ratio of childhood abuse in college students was 47.1%. The incidences of physical abuse, emotional abuse, sexual abuse, physical neglect and emotional neglect were 7.3%, 40.2%, 12.0%, 42.1%, and 41.3%, respectively. (2) Canonical correlation analysis suggested that the correlation between childhood abuse and regulatory emotional self-efficacy was moderate in college students. Canonical variables explained 34.5% of the variance in childhood abuse, 36.8% in regulatory emotional self-efficacy, with the redundancy indexes as 6.7 and 7.2 respectively. (3) EAEN and ENPN group were significantly higher than EAPN in perceived self-efficacy in managing anger/irritation(ANG). The controls were significantly higher than the three experimental groups in perceived self-efficacy in expressing positive affect(POS). These findings suggest that the college students who had experienced childhood abuse may have lower regulatory emotional self-efficacy. There may be moderate correlation between childhood abuse and regulatory emotional self-efficacy in college students.