<p>Academic emotions play a vital role in learning due to their influence on motivation, behaviors in learning processes, and learning outcomes. Given the importance of these emotions, an increasing body of research has focused on regulating them to mitigate their negative impacts. Emerging literature provides evidence that various regulatory strategies can effectively manage these emotions. Despite the growing attention, there remains a lack of reviews that provide a comprehensive overview of the theoretical foundations, regulatory strategies, research approaches and empirical evidence related to academic emotion regulation. This study presents the first systematic review aimed at addressing this gap. A search across four datasets yielded 37 articles incorporating 42 studies focusing on the regulation of emotions elicited during learning. This review provides a comprehensive overview by addressing four key areas regarding the theoretical frameworks, emotion regulation strategies explored in the literature, the operationalization and measurement of academic emotion regulation, and the empirical findings from these studies. Moreover, results from this review contribute to the formulation of a model, the Integrated Model of Emotion Regulation in Self-Regulated Learning (IMERS), that links emotion regulation with other academic emotions and learning constructs highlighted in existing frameworks.</p>