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

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.