en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><span style="unicode-bidi:embed"><b><span lang="FR">Background & Objective:</span></b> <span style="background:white">The rapid advancement of the Internet and technology has enabled the widespread adoption of blended learning in medical education. However, there is no validated Persian scale to measure self-regulated learning in blended learning among Iranian students. This study aims to fill this gap by translating and validating an existing tool for assessing self-regulated learning in a blended learning environment among Iranian students.</span><span style="font-family:"Times New Roman",serif"></span></span><br> <span style="unicode-bidi:embed"><b><span lang="FR">Materials & Methods:</span></b> The forward-backward method was used to translate the original English questionnaire into Persian. After assessing face and content validity, the Persian version was evaluated for its psychometric properties among 330 students from Zahedan Medical University in Iran. Construct validity was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). To ensure reliability, we calculated the Average Inter-Item Correlation (AIC), Cronbach&#39;s alpha, and McDonald&#39;s omega. Additionally, convergent and discriminant validity were examined using Average Variance Extracted (AVE), Maximum Shared Variance (MSV), and Fornell and Larcker&#39;s criteria.<span style="font-family:"Times New Roman",serif"></span></span><br> <span style="unicode-bidi:embed"><b><span lang="FR">Results:</span></b> The findings revealed that the Persian version of the Blended Learning Questionnaire (BLQ) consists of four distinct factors: Accessibility and Guidance (4 items), Social and Contextual (4 items), Delivery of Content (6 items), and Intrinsic and Extrinsic (2 items). Together, these factors accounted for 52.43% of the total variance in the BLQ. The results from the CFA indicated that all goodness-of-fit metrics supported the adequacy of the model. Additionally, the Cronbach&#39;s alpha, McDonald&#39;s omega, and Composite Reliability (CR) scores were all greater than 0.7, demonstrating strong internal consistency. Moreover, the indices showed acceptable levels of both convergent and discriminant validity for the Persian version of the BLQ.<span style="font-family:"Times New Roman",serif"></span></span><br> <span style="unicode-bidi:embed"><b><span lang="FR">Conclusion:</span></b> The study&#39;s findings indicated that the Persian version of the BLQ demonstrated acceptable validity and reliability among Iranian students, making it suitable for academic and research purposes in Persian-speaking countries.<span style="font-family:"Times New Roman",serif"></span></span></span></span></span><br> <br> <br> &nbsp; blended learning, psychometric, validity, reliability, questionnaire, Iran 90 98 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-2457-1&slc_lang=en&sid=1 Zahra Arab Borzu rjcthk@gmail.com 5300319475328460036202 5300319475328460036202 No Department of Epidemiology & Biostatistics, Zahedan University of Medical Sciences, Zahedan, Iran Iman Hegazi Hegazi.I@gmail.com 5300319475328460036203 5300319475328460036203 No Medical Education Unit, School of Medicine, Western Sydney University, Campbelltown, Australia Mohammad Hassan Amiri Moghadam 5300319475328460036204 0009-0008-7986-7788 No Student Research Committee, Zahedan University of Medical Sciences, Zahedan, Iran Mahdieh Bakhtiyari 5300319475328460036205 0009-0007-7609-5568 No Student Research Committee, Zahedan University of Medical Sciences, Zahedan, Iran Parisa Hosseini Koukamari 5300319475328460036206 5300319475328460036206 Yes Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran