Objective: Determine the influence of cognitive emotion regulation strategies on academic emotional exhaustion in university students Material and methods: A study was conducted on an intentional sample of 219 individuals (including149 women) between 16 and 40 years old. The Emotional Exhaustion Scale and the Cognitive Emotion Regulation Questionnaire were used. A regression multiple regression analysis was performed on the Emotional Exhaustion Scale, with the Cognitive Emotion Regulation Questionnaire strategies as predictors. Results: In both cases, the predictors jointly explain the high variability of the criteria (R2 > 50%). The cognitive strategies of self-blaming, rumination, and catastrophising predicted academic emotional exhaustion. Conclusions: The influence of cognitive emotion regulation strategies on academic emotional exhaustion is significant. The practical consequences and limitations are discussed.