This article presents two validation studies of the Emotion Regulation Question - naire (Gross & John, 2003) translated into French and adapted to the situation of preparation for a university examination. This questionnaire measures the use of two strategies for emotion regulation: cognitive reappraisal (changing one’s way of thinking in an emotional situation) and expressive suppression (inhibiting one’s expressive behavior to an emotional situation). The first study (1) confirms the psychometric qualities of the questionnaire and (2) explores the correlations between the score obtained in the test and the academic emotions felt by the students. The second study (1) confirms the psychometric qualities of the questionnaire in relation to gender and (2) investigates gender differences in the scores obtained in the test. Adaptation of this questionnaire offers interesting possibilities for those in the educational research community who are interested in gaining a deeper understanding of emotion regulation in the learning situation.