This study examined the relationship between emotion regulation processes and both educational mindfulness and test-wiseness among 1,200 undergraduate and bachelor-level students at the Faculty of Education, Zagazig University. Participants completed the Emotion Regulation Processes Questionnaire (Olderbak et al., 2023; Arabic version adapted by the researcher), the Educational Mindfulness Scale, and the Test-Wiseness Scale (both developed by the researcher). Data were analyzed using one-sample and paired-samples t-tests, MANOVA, and multiple linear regression. Results showed that emotion regulation processes were above average. Significant differences emerged between coping and avoidance strategies across regulation processes: avoidance was more prevalent in situation selection, attentional deployment, and response modulation, whereas coping was more prevalent in cognitive reappraisal; no differences appeared in situation modification. Overall, avoidance strategies were used more frequently, although cognitive reappraisal (coping) was the most commonly used strategy. Significant differences in educational mindfulness and test-wiseness were associated with emotion regulation strategies. Coping strategies exerted stronger effects on educational mindfulness, particularly task performance, attentional awareness, and the total score, whereas avoidance strategies showed greater effects on bodily awareness and some dimensions of test-wiseness. Regression analyses further indicated that emotion regulation strategies significantly predicted both educational mindfulness and test-wiseness. Coping strategies—especially cognitive reappraisal, attentional deployment, and situation selection—were the strongest predictors, while avoidance strategies made comparatively weaker predictive contributions. Keywords: Emotion regulation processes; educational mindfulness; test-wiseness; Faculty of Education students.