Abstract: Objective To explore the relationship between depression,anxiety and cognitive emotion regulation strategy among high school students.Methods Totally 648 senior high school students were selected with stratified random cluster sampling from 7 middle schools in 6 municipalities or prefectures in Hebei province and were self-administered with Cognitive Emotion Regulation Questionnaire,Self-Rating Anxiety Scale (SAS) and Self-Rating Depression Scale (SDS) between March and April 2014.Results Of the students,24.69% (160) reported depressive symptoms;4.0% (26) reported anxiety symptoms;21.9%(142)reported both anxiety and depressive symptoms;and 49.4%(320)reported neither depression nor anxiety.Linear regression analysis showed that rumination and catastrophization were positively correlated with depression and anxiety (both P<0.05);positive imagination was reversely correlated with depression and anxiety (both P<0.05).Compared with the students with anxiety symptoms,the students with depression symptoms were less likely to adopt positive adjustment (11.97±3.84 vs.14.15±2.98,P<0.05)and positive imagination (22.83±6.29 vs.27.63±5.28,P<0.05);whereas,the students with anxiety symptoms were more likely to adopt blame on others (9.80±3.35 vs.8.91±3.12,P<0.05) compared to the students with depression symptoms.Moreover,the students with comorbidity of anxiety and depression were more likely to adopt rumination (mean-square deviation:11.08±2.63 vs.9.55±2.68 and 8.87±2.47,both P<0.05),self-consolation (6.52±4.29vs.5.00±2.15 and 4.77±1.73,both P<0.05),and catastrophization (12.28±3.80 vs.10.15±4.08 and 9.27±3.43,both P<0.05) compared to the students only with anxiety or depression.Conclusion Specific training on cognitive emotional regulation may decrease the occurrence of anxiety and depression symptoms among adolescent students.