Emotion regulation does not have a single definition yet. Different authors define it differently (Macklem, 2008, p.2). All agree that internal processes are involved but many do not consider overt behavior as a lack of regulation of emotions. Whether external regulation can be spoken and whether there is voluntary and involuntary regulation is still ambiguous. There is also no final agreement on anticipatory emotion. Cole et al define emotion regulation as the changes that are associated with emotions once they are triggered by some event or situation (2004). It is a group of processes that a person might use to call up a positive or negative emotion, hold onto the emotion, control it, or change it, and then differentiate between the feelings of emotion and how emotion might be displayed according to Bridges, Margie and Zaff (2001). Ten years earlier, emotions were believed to affect behavioral reactions associated with intrinsic and extrinsic actions (Thompson, 1991). Emotions could also be managed by a person such that a particular emotion could be used for a purpose. There is a difficult to differentiate emotion from emotional regulation. Emotion regulation is a common everyday experience (Morris & Reilly, 1987; Rippere, 1977). People take it for granted and perhaps only notice when it is absent, e.g. when a child throws a temper tantrum (Thompson, 1991), or a friend shows little interest in our good news (Gross & Mufioz, 1995). The term “emotional suppression” is used by Gross in the sense of an act, which is the conscious inhibition of behavioral signs of emotion, while emotionally aroused (Gross & Levenson, 1993). Important functions are motivated by emotions. We prepare for action, make decisions, make judgments about the environment or situation we are in and also gauge other’s intentions (Macklem, 2008, p. 3). By controlling the extent is how we regulate emotions which could have positive or negative effects. Involvement of definite aims or goals determines the kind of emotion expressed. Several concepts have been found in literature. Emotion regulation, emotional regulation, affect regulation, mood, coping, stress reduction, self-regulation, effortful control, and self-control are the several concepts (Macklem, 2008, p. 3). Students who face threatening events, cutting remarks by a peer, or a perceived attack on self-esteem experience the emotion of anger or anxiety, or fear. This negative effect has to be coped with and the stress reduced through strategies like “thinking of something else, trying to relax, speaking assertively, or walking away from the situation” (Macklem, 2008, p. 4). This helps to reduce the intensity of negative emotions. Self-control is another concept that helps the students to adjust to their environment by controlling their responses and impulses. Better self-control would help them get better grades, adjust better, have relationships and respond in appropriate emotional behaviors. Good self-control helps them to be more competent social preschoolers and have better social functioning as noted by parents. They are more popular with a higher social status and get good grades (Macklem, 2008, p. 5). Refocusing attention can produce effortful control. In an environmental situation that triggers strong emotion,