Objective: In this study, we aimed to evaluate the effectiveness of training on emotion regulation skills and emotion regulation strategies to overcome anxiety in female students.
Methods: We used a quasi-experimental design with pre-test and post-test evaluations to compare the experimental group with a control group. A total of 30 students were selected by multistage cluster sampling and were randomly assigned to either the experimental group (15 students) or the control group (15 students). Data were collected via Beck Anxiety Inventory and Gross and John Emotion Regulation Questionnaire. The experimental group received eight training sessions on emotional regulation, whereas the control group did not receive any training. An analysis of covariance was used for data analysis. 
Results: According to the results, training on emotion regulation strategies had a significant effect in decreasing anxiety and maladaptive emotional regulation strategies as well as in increasing the adaptive emotional regulation strategies in students (P<0.01).
Conclusion: Training on emotion regulation skills can decrease anxiety, and suppression of maladaptive emotional regulation strategy can increase the reappraisal of an adaptive emotional regulation strategy for students.