The present study attempts to examine the impact of emotive behavior control in determining self-efficacy among students through mediating role of depression and intolerance in students. Following the quantitative approach, the primary data has been collected through purposive sampling from the 307 students of the educational institutions of Indonesia. Data has been analyzed with AMOS and SPSS. Several tests were applied including descriptive analysis, Confirmatory factor analysis, convergent and discriminant validity and structural equation modeling to test the hypothesized relationships. The results show significant differences in direct and indirect effects. The direct effects indicated that emotive behavioral control techniques are the significant and positive drivers of self-efficacy among secondary level students. While the indirect effects show that depression and intolerance do not act as a significant mediator between emotive behavioral control and self-efficacy. Also, the study embraces several theoretical, practical and policy-making implications for the practitioners of mental health and academicians to promote self-efficacy and emotional wellbeing among students. In addition, the findings elaborated the mechanism of behavioral control and highlighted the associated outcomes which can be used for designing the emotional control curriculum. In the last, various limitations have been given along with the recommendations for in-depth findings by future researchers.