Methods: The present study was a quasi-experimental research with a pretest-posttest design with a control group. The statistical population of the present study were all female high school students in Lande, Kohgiluyeh and Boyer-Ahmad Province, in the academic year 2017-2018. Among them, 36 participants were selected according to the conditions of entering the research by the available sampling method and were randomly selected in two experimental groups (18) and control (18). The Beck Anxiety Questionnaire (1990) and the Novako Anger Scale (1986) were used to gather information in two stages, pre-test and post-test. Dialectical Emotion-Based Emotional Behavioral Training Therapy session was performed for nine 90-minute sessions per week for the experimental group, but the control group did not receive this training. Data were analyzed using multivariate analysis of covariance and SPSS-24 statistical software. 

Results: The results of data analysis indicated that emotion regulation therapy based on dialectical behavioral therapy was effective in reducing anxiety (F=14.077; P <0.001) and anger (F=7.422; P <0.004); This means that in the post-test, the mean score of anxiety (M=23.10; SD=4.57) and anger (M=38.06; SD=1.33) decreased significantly in the experimental group compared to the control group.

Conclusion: Based on the findings of the present study, it can be established that teaching emotion regulation based on dialectical behavioral therapy leads to reduction of students 'anxiety and anger, and this treatment method can be used to prevent and reduce students' anxiety and anger.