Introduction: While the effectiveness of social-emotional learning training methods and computer-based cognitive rehabilitation techniques on working memory and emotion regulation has been studied individually, less focus has been placed on the combined effectiveness of these two approaches. Therefore, the present study aimed to investigate the combined effectiveness of social-emotional learning training and computer-based cognitive rehabilitation on working memory and emotion regulation among adolescents.

Methods: This study is a quasi-experimental type with a pretest-posttest and control group. The statistical population consisted of all male adolescents who were studying in Mashhad City, Iran, in 2023-2024. Among them, thirty persons between the ages of eleven and thirteen were selected by cluster sampling and placed in two control and experimental groups. Both groups received ten sessions of social-emotional learning training. In addition, the experimental group received eight sessions of computer-based cognitive rehabilitation training using Captain’s Log software. The working memory test and the difficulties of emotion regulation scale-short form were administered to the participants. Descriptive statistics indicators and multivariate and one-way analysis of covariance analysis using SPSS 26 were used for data analysis.

Results: The research results indicated a significant difference(P<0.05) in working memory between the experimental and control groups. However, there was no significant difference(P>0.05) in emotion regulation.

Conclusions: The combined impact of social-emotional learning training and computer-based cognitive rehabilitation can serve as an effective intervention for psychologists, school counselors, and other mental health professionals to enhance the working memory of adolescents.