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Introduction: Effective emotional regulation is crucial for individuals with major depression. This study compares the impact of two intervention methods—repetitive transcranial magnetic stimulation (rTMS) and cognitive-behavioral therapy—on emotional regulation in this population.Methods: Conducted as a quasi-experimental, goal-oriented study, we employed a pre-test post-test design with a one-month follow-up for the control group. The sample comprised 39 men and women with major depression purposefully selected from Delaram Sina Psychiatric Hospital in Tehran in 2022. Participants were randomly assigned to three groups: rTMS (13 participants), cognitive-behavioral therapy (13 participants), and a control group (13 participants). The experimental groups received 12 sessions each of their respective interventions, while the control group received no intervention. Demographic characteristics were recorded, and the research tool used was Emotion Regulation Questionnaire (ERQ). Data were analyzed using repeated measures analysis of variance in SPSS version 26. Results: Both rTMS and cognitive-behavioral therapy demonstrated effectiveness in emotional regulation, including suppression and reappraisal components, among individuals with depression. Importantly, cognitive-behavioral therapy exhibited greater efficacy in emotional regulation and its suppression and reappraisal components compared to rTMS. Specific p-values or effect sizes are available upon request. Conclusion: In comparing the two intervention methods, cognitive-behavioral therapy emerged as more effective than rTMS in enhancing emotional regulation in individuals with depression. These findings underscore the significance of considering diverse approaches in the treatment of major depression and may have practical implications for clinical practice.

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Objective: The aim of this study was to determine the effectiveness of mindfulness training in reducing psychological distress and pessimism in girls who have abuse experience in childhood. Methods: The study was semi-experimental with a pretest-posttest method and a control group. The present study population included all senior high school girls in the 8th district of Tehran with child abuse experience. A total of 30 participants were selected using the convenience sampling method and randomly assigned to experimental and control groups (15 participants in the experimental group and the other 15 participants in the control group). In order to collect the sample group, Girls with a history of abuse were invited to participate in the study. Among the girls who participated and volunteered, those who had a high harassment score (scores above 75), were selected as the sample group. Kessler Life Orientation and Psychological Distress Questionnaires were performed as a pre-test, and the experimental group received mindfulness treatment in 8 sessions, 60 minutes each, then the questionnaires mentioned as post-tests in both groups performed. Data were analyzed by analysis of covariance. Results: The results showed that there was a significant difference between psychological distress and pessimism in the experimental group and the control group. Conclusion: The results also showed the effect of mindfulness training as one of the supportive methods in reducing the psychological distress and pessimism of girls with child abuse experience.