This study explores the impact of repetitive transcranial magnetic stimulation (rTMS) on decision-making capabilities in individuals with methamphetamine use disorder (MUD), alongside potential underlying psychological mechanisms. Employing the Iowa Gambling Task (IGT) and computational modeling techniques, we assessed the decision-making processes of 50 male MUD participants (24 underwent rTMS treatment, 26 received no treatment) and 39 healthy controls (HC). We compared pre- and post-rTMS treatment alterations in the left dorsolateral prefrontal cortex (dlPFC). Results revealed inferior performance in the IGT among the MUD group, characterized by aberrant model parameters in the Value-Plus-Perseverance (VPP) model, including heightened learning rate, outcome sensitivity, and reinforcement learning weight, alongside diminished response consistency and loss aversion. RTMS treatment demonstrated efficacy in reducing craving scores, enhancing decision-making abilities, and partially restoring normalcy to certain model parameters in the MUD cohort. Nonetheless, no linear relationship between changes in model parameters and craving was observed. These findings lend support to the somatic marker hypothesis, implicating the dlPFC in the decision-making deficits observed in MUD, with rTMS potentially ameliorating these deficits by modulating the function of these brain regions. This study not only offers novel insights and methodologies for MUD rehabilitation but also underscores the necessity for further research to corroborate and refine these findings. Trial Registration www.chictr.org.cn Identifier: No. ChiCTR17013610.

Employees in enterprises face numerous challenges due to the severe employment situation and job pressure. Sales personnel and research and development (R&D) personnel in companies are particularly susceptible to mental health issues due to the unique nature and complexity of their work. This study aims to explore the psychological health issues among sales personnel and R&D personnel in high-tech enterprises. Twenty-four R&D personnel (23 males and 1 female) and twenty-six sales personnel (25 males and 1 female) were recruited. The participants’ psychological health conditions were assessed using the Symptom Checklist-90 (SCL-90) and verbal fluency tasks combined with functional near-infrared spectroscopy (VFT-fNIRS), while their work stress level was evaluated using the Personal Stress Questionnaire (PSQ) and Personal Resources Questionnaire (PRQ). The results indicated significantly higher brain activities in the right dorsolateral prefrontal cortex and bilateral Broca’s areas of the R&D group compared to the sales group. The R&D group had significantly lower scores in the total score and multiple dimensions of SCL-90, such as somatization, obsession-compulsion, depression, anxiety, hostility, and paranoia. In addition, the R&D group exhibited significantly lower psychological and physical tension reactions compared to the sales group in PSQ. Based on the PRQ, the R&D group obtained significantly higher scores in self-care compared to the sales group. In conclusion, the mental health status of the R&D group is better than that of the sales group, the difference in self-care may be the most important factor leading to the difference in work stress and mental health of the two groups, VFT-fNIRS might be used to assist in detecting the mental health status of employees.

Correction to: Protein Cell https://doi.org/10.1007/s13238-020-00797-5

Background: This study aimed to examine the relationship between school climate and learning engagement among secondary vocational students, while also exploring the mediating roles of future self-continuity and academic procrastination. Methods: A cross-sectional online questionnaire survey was conducted with 620 Grade 10–12 students recruited through convenience sampling from one secondary vocational school in Zhejiang Province, China. Participants completed measures of perceived school climate, future self-continuity, academic procrastination, and learning engagement. Data were analyzed using correlation analyses and a serial mediation model. Results: The study found a significant positive correlation between school climate and both future self-continuity and learning engagement, while academic procrastination exhibited a negative association with all three variables. School climate was positively associated with learning engagement, not only directly but also through indirect pathways via future self-continuity and academic procrastination, as well as through the serial indirect pathway involving both factors. Conclusion: These findings may provide valuable insights into potential pathways linking school climate and learning engagement and offer implications for supporting learning engagement among secondary vocational students in this sample.