Journal of Research in Educational Systems

Abstract Objective: The present study aimed to examine the psychometric properties of the Digital Communication Empathy Scale (DCES). This instrument measures individuals’ empathy within online communication contexts and seeks to assess the multifaceted dimensions of this construct in virtual interactions. Method: This applied, descriptive–survey research was conducted on individuals aged 18 and above who actively used social networks and online messaging platforms between August and September 2025 (N = 570). A convenience sampling method was employed. Data were collected using the Digital Communication Empathy Scale (Collins et al., 2022) and the Toronto Empathy Questionnaire (Spreng et al., 2009). Exploratory factor analysis (EFA) was performed in SPSS 25, and confirmatory factor analysis (CFA) was conducted in LISREL 8.8. Content validity was evaluated using expert judgment, and criterion validity was confirmed through the correlation with the Toronto Empathy Questionnaire (r = 0.46, p < 0.001). Results: EFA findings revealed that the 36-item DCES comprises six core components: Digital Emotional Resonance, Perceived Digital Empathic Accuracy, Digital Perspective-Taking, Digital Sympathy, Digital Personal Distress, and Digital Empathic Anger. First- and second-order CFA demonstrated a good model fit, indicating satisfactory reliability and validity of all subscales. Content validity indices showed strong expert agreement, with an overall CVR of 0.98 and an overall CVI of 0.92, reflecting the adequacy, relevance, and clarity of the items. These findings, together with the factor-analytic evidence, demonstrate that the Persian version of the scale possesses satisfactory validity and reliability. Conclusions: The Digital Communication Empathy Scale demonstrates strong psychometric properties and can serve as a valid instrument for assessing various dimensions of empathy within online communication environments. This tool can assist researchers and practitioners in examining and enhancing digital social interactions and can provide a foundation for designing educational interventions and improving the quality of relationships in virtual settings.

Abstract The purpose of this research was to the development of self-management questionnaire based on the Social Care System of Students, and consider the validity and reliability of this questionnaire. The research method was descriptive of the survey type. The population consisted of high school girl students in non-Governmental schools in Tehran in the academic year of 2017-2-18. 300 students were selected by cluster random sampling and completed the researcher-made questionnaire. Confirmatory factor analysis was used to analyze the data. The fitting indices in the first step were not desirable. After items parceling using exploratory factor analysis, another confirmatory factor analysis was used, and the fitting indices indicated the suitability of the model with the data collected. Based on this, goal management skills, time management skills, change management skills, emotional management skills, communication management skills, self-control skills, self-regulation skills, and self-motivational management skills were confirmed. To verify the internal consistency of the self-management questionnaire and its components, Cronbach's alpha coefficient was used. The internal consistency of the entire questionnaire is equal to 9.23, and the internal consistency of the above-mentioned components were 0.78, 0.78, 0.68, 0.91, 0.86, 0.78, 0.71, 0, 0.75, respectively. The correlation coefficients between the components of the self-management questionnaire were positive and significant. The convergent validity and composite reliability of the questionnaire components were relatively acceptable. In attention to, the desirable psychometric properties of this questionnaire, it is recommended to school counselors and psychologists to use this questionnaire for measuring of self- management in female students.

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