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: Computational thinking is a key competency in primary education; however, its valid measurement faces serious conceptual and psychometric challenges. Beyond a mere classification of tools, this study presents a diagnostic analysis of the field through a dual approach: first, mapping the scientific landscape via scientometric analysis; and second, critically evaluating existing assessment tools.
Method: In this systematic critical review (PRISMA 2020), 45 eligible articles were identified by searching Scopus and Google Scholar databases (2006-2025). Analyses were conducted in two phases: 1) Scientometric analysis to map the conceptual structure of the field using R and VOSviewer software, and 2) Qualitative critical analysis of 8 selected key tools regarding their theoretical foundations and psychometric properties.
Results: The scientometric analysis revealed a rapidly growing but unbalanced field. The keyword co-occurrence map indicated a strong focus on "educational applications" and "programming tools," contrasted by a significant absence of assessment concepts such as "validity" and "fairness." This structural gap is directly reflected in the tools, revealing three main limitations: 1) Psychometric weakness due to reliance on traditional metrics (Cronbach's alpha) and neglect of modern standards (such as Omega coefficient and DIF analysis); 2) Conceptual limitations by focusing on algorithmic knowledge while ignoring process skills (debugging) and attitudinal aspects (perseverance); and 3) An instrumental gap for upper primary students.
Conclusions: Based on the findings, no single tool is sufficient for the comprehensive assessment of computational thinking. The maturity of this field requires adopting modern psychometric standards such as the Omega reliability coefficient, designing and localizing tests for primary students in Iran, and creating hybrid assessment frameworks that integrate standardized tests with performance-based assessments. This integrated approach will lead to more accurate skill diagnosis and the design of more effective educational programs.

Abstract Verbal efforts refer to a set of co-worry, co-rumination and interpersonal intimacy that people with emotional problems use as a verbal safety behavior to reduce and relieve dysfunctional symptoms in relation to others. This study sought to investigate the psychometric properties of the Verbal Effort Questionnaire in a student sample. The research method is descriptive correlation. Through cluster sampling method, 550 people from Tehran universities were randomly selected and all those willing to cooperate were asked to answer the relevant questionnaire questions. Factor load values indicate that the operating loads of all questions (shared rumination, shared concern, and intimacy) on the principal component are significant and satisfactory. The factor load of all questions except question 42 is higher than 0.40. Cronbach's alpha coefficient and Guttman halving for the Verbal Effort Questionnaire were estimated to be 0.95 and 0.92, respectively. Which indicates the desired internal consistency of this scale. Therefore, due to the similarity and strong structural relationship between the components of the questionnaire, the components of this scale are important in a newer structure called verbal effort as a coping method. According to the results of this study, this new structure can play an important role in understanding emotional problems.