Background: Research shows that the experience of excitement in educational environments affects the self-efficacy and academic achievement of learners. The research question is whether teaching these strategies to learners is effective? Aims: The purpose of this study was to investigate the effect of teaching emotional processing strategies on academic emotion and academic self-efficacy among high school female students in Kerman. Method: This research is applied in terms of its purpose and in terms of how to collect semi-experimental semi-experimental data with a pseudo-pretest, post-test, experimental and control group. The statistical population of this study includes all female students of secondary school in Kerman, who are studying in the school year 2012-2012. A sample size based on the type of research was conducted on 30 female students selected by multistage cluster random sampling. They were randomly assigned to experimental and control groups and both groups were divided into two groups before and after the training process. Peakan's academic emotional Scale (2006) and academic self-efficacy Jing and Morgan (1997) responded. The experimental group was trained in 8 sessions of 90 minutes of emotional processing strategies and the control group did not receive any training during this training period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. Results: The results showed that training emotional processing strategies on academic emotion and academic self-efficacy of female students of Kerman had a significant level of significance (P<0.01). Conclusions: Emotional processing strategies and especially informed strategies reduce negative emotions and increase positive emotions and adaptive behavior among female students with the educational environment.