子どもの日常的な実行機能行動に関する保護者と教師の報告の比較：CHEXIロシア語版の妥当性検証研究

Comprehensive assessment of children's executive functioning requires integrating real-world measures with neuropsychological testing. This paper describes the first psychometric validation of the Russian language Childhood Executive Functioning Inventory (CHEXI) for 6- to 7-year-old children, examining 720 teacher reports and 447 parent reports. Psychometric analysis revealed satisfactory reliability for both informant groups, while teacher reports demonstrated a superior internal consistency (α = 0.89-0.96 vs. 0.73-0.89 for parents). Interrater reliability was consistently poor across all scales (ICC < 0.50), reflecting fundamental context-dependency when assessing EF skills in children. Teacher reports showed stronger criterion validity, particularly for NEPSY-II working memory scores, while parent reports emphasized difficulties in regulation and inhibition domains. Structural validity varied between groups, with teacher data fitting a more nuanced four-factor model and parent data conforming to a two-factor structure. These systematic informant discrepancies align with situational specificity concept and cross-cultural research patterns, underscoring the complementary nature of parent and teacher perspectives. The Russian language version of CHEXI demonstrates adequate psychometric properties for research and clinical use with 6- to 7-year-old children.