The goal of the current study was to assess the role of the cognitive emotion regulation strategie in student’s test anxiety. Using randomized multistage cluster sampling method 330 (165 girls, 135 boys) were selected and assessed by Persian version of cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Spielberger's test Anxiety Scale (1980). The results of stepwise multivariate regression analysis indicated that among adaptive cognitive emotion regulation strategies, positive reappraisal and putting into perspective pridected both wory and emotionality components of test anxiety, wheras total score of test anxiety was pridected by positive reappraisal and refocus on planning strategies. Among maladaptive strategies, self-blame and catastrophizing strategies pridected wory component and total score of test anxiety. Also, the emotionality component was pridected via self-blame, catastrophizing and rumination strategies. The results of this study indicate that dysfunctional cognitive coping is one of causes of test anxiety incidence and training effective cognitive emotion regulation strategies can be major steps in test anxiety based interventions.
