Development and cultural adaptation of a compassion scale for EFL learners: psychometric properties for Iranian youth

Abstract

This study aimed to develop and culturally adapt a Compassion Scale for young learners in an English as a Foreign Language (EFL) context, addressing the paucity of culturally appropriate assessment tools in language education. Recognizing compassion as a multifaceted construct integral to emotional development and social behavior, peer interaction, and classroom climate, the research emphasized the significance of cultural context in shaping expressions of compassion among children engaged in foreign language learning. A total of 463 EFL learners aged 9 to 15 years were recruited from language schools in Gonbad Kavous. Following rigorous translation, back-translation, and cultural adaptation processes, a 23-item Compassion Scale for EFL children was developed and validated. Psychometric analysis, including exploratory and confirmatory factor analyses, supported a three-dimensional structure: Compassion Toward Others, Compassion Toward Oneself, and Compassion Toward Other Living Things. The scale demonstrated strong model fit (comparative fit index = 0.95, Tucker-Lewis’s index = 0.94, root mean square error of approximation = 0.050) and high internal consistency (Cronbach’s alpha = 0.91). The findings indicated significant correlations between compassion scores and demographic variables (age and gender), with older children and females exhibiting higher levels of compassion. In addition, socioeconomic status showed a moderate positive association. This study not only fills a critical gap in compassion research among youth in non-Western EFL contexts but also provides practical applications for language educators, curriculum developers, and school psychologists aiming to nurture compassion i.e. supportive, empathetic, and resilient learning environments among young EFL learners in Gonbad Kavous, highlighting the importance of culturally sensitive psychological tools. © The Author(s) 2026.