Journal of Research in Educational Systems

Abstract Objective: The present study aimed to investigate the psychometric properties of the Student Parental Self-Regulation Scale.
Method: The present research method was descriptive and psychometric. The statistical population of the research was all parents of elementary school students in District 1 of Ardabil city in the academic year 2025-2026, from which a sample of 220 people was selected by random sampling method and they responded to the Parental Self-Regulation Scale (Sanders et al., 2017), Parenting Self-Efficacy Scale (Dumka et al., 1996), and Parental Burnout Questionnaire (Roskam et al., 2018). Internal consistency, concurrent validity, and confirmatory factor analysis were used to analyze the data. The data were analyzed using SPSS26 and Amos24 software.
Results: The results of the internal consistency coefficient showed that this scale has adequate reliability (α=0.91). The results of the correlation coefficient showed that the significant positive relationship between the two variables of parental self-regulation and parenting self-efficacy (r=0.54, P<0.01) indicates appropriate convergent validity and the significant negative correlation coefficient between the two variables of parental self-regulation and parental burnout (r=-0.42, P<0.01) indicates appropriate divergent validity. The fit indices of the confirmatory factor analysis model also confirmed the final model of this scale (P<0.001).
Conclusions: The results of this study showed that the Persian version of the Student Parent Self-Regulation Scale has adequate validity and reliability in Iranian parents and is a suitable scale for clinical and research situations.

Abstract Objective: The present study aimed to investigate the effectiveness of psychological empowerment on academic self-concept of students with low academic performance.
Method: The research method was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all female students with low academic performance in the second high school in Ardabil in the academic year 2024-2025. For this purpose, 30 female students with low academic performance were selected using purposive sampling according to the study entry criteria and randomly assigned to two experimental groups (15 people) and control group (15 people). After pre-testing with the Liu and Wang (2005) Academic Self-Concept Questionnaire the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Thomas and Velthouse (1990) psychological empowerment training program, and the control group continued with their normal routine. The data were analyzed using the univariate analysis of covariance (ANCOVA) method in SPSS.26 software.
Results: The findings showed that there was a significant difference between the mean academic self-concept (P<0.05, F=4.84, ηp2=0.152) of the experimental and control groups in the post-test. Thus, after implementing psychological empowerment training, the mean scores of students with low academic performance in the experimental group increased significantly compared to the control group.
Conclusions: As a result, by training psychological empowerment in students, the level of academic self-concept can be increased in them. With the help of psychological empowerment strategies, students can re-examine and review their numerous failures, and ultimately, the academic performance of students improves.