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Assessing executive functioning in higher education: development and structural validation of a new self-report

Samuel Zamora-Lugo1, Vicenta Reynoso-Alcántara1, Javier Sanchez-Lopez2

  • 1Facultad de Psicología Campus Xalapa, Universidad Veracruzana, Xalapa, Veracruz, Mexico.

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Summary

This study developed the Executive Functions Scale in Higher Education (EFEES) to assess university students' executive functions. The validated EFEES scale offers a reliable tool for understanding cognitive skills crucial for academic success.

Keywords:
ecological validityexecutive functionshigher educationpsychometric validationscale developmentself-perception of executive functioninguniversity students

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Psychometrics

Background:

  • Executive functions are critical for goal-directed behavior and academic success in higher education.
  • Existing assessment tools often lack psychometric validation and contextual relevance for university students.

Purpose of the Study:

  • To develop and validate the Executive Functions Scale in Higher Education (EFEES), a self-report instrument for assessing university students' executive functioning.
  • To provide a psychometrically sound and contextually appropriate measure for evaluating executive functions in higher education settings.

Main Methods:

  • Theory-driven development defining 10 dimensions, expert validation of behavioral indicators, and item generation tailored to academic contexts.
  • Structural validation using exploratory and confirmatory factor analyses with a sample of 1,538 undergraduate students from 12 Mexican universities.

Main Results:

  • Factor analysis supported a four-factor structure: organization, self-control, attentional/inhibitory control, and planning/time management, explaining 38% of the variance.
  • The EFEES demonstrated high internal consistency (Cronbach's α = 0.84–0.97; McDonald's ω = 0.84–0.99).

Conclusions:

  • The EFEES is a structurally valid and reliable instrument for assessing executive functions in university students.
  • The scale can identify executive function profiles related to cognitive and academic development, offering a tool for research and interventions.
  • The EFEES is designed for cross-cultural applicability and can be adapted for diverse higher education contexts.