The present study aimed to investigate and analyze the relationship between emotional intelligence and students' problem-solving ability, with a special focus on the role of emotion management. The statistical population of this study included male high school students in Ardabil province in the academic year 1404-1405. Given the size of the population, cluster sampling was used and Ardabil city was selected as the sample. Finally, 187 students participated in the study as the sample group. The data collection tools included the Schott Emotional Intelligence Questionnaire, the Heppner and Peterson Problem-Solving Questionnaire, and the Gross and John Emotion Regulation Questionnaire, whose validity and reliability were confirmed before implementation. For data analysis, descriptive statistics including mean and standard deviation were first used to clarify the general status of the variables. Then, using inferential statistics and Pearson correlation tests and multiple regression analysis in SmartPLS software, the relationships between emotional intelligence, problem-solving ability, and emotion management were examined. The results showed that there is a positive and significant relationship between emotional intelligence and emotion management, and problem-solving ability also showed a positive and significant relationship with emotion management. In addition, multiple regression analysis showed that emotional intelligence and problem-solving are simultaneously able to predict students' emotion management. Based on the findings of this study, it can be concluded that training and strengthening emotional intelligence skills and problem-solving ability not only helps improve students' emotion management, but can also play an effective role in promoting their psychological, social, and academic abilities.