ArticleFrontiers in psychology2025
Assessing executive functioning in higher education: development and structural validation of a new self-report scale.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- How social media shapes urban image and conative tourism behaviour among Chinese Generation Z: an extended SOR model.Frontiers in psychology · 2026Article
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24 authors.
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Abstract
Introduction: Executive functions are essential cognitive processes that support goal-directed behavior, self-regulation, and academic performance in higher education. However, few assessment tools provide psychometrically validated and contextually appropriate measures for university populations. Methods: This study presents the development and structural validation of the Executive Functions Scale in Higher Education (EFEES), a self-report instrument designed to evaluate university students' self-perceived executive functioning. The scale was developed through a theory-driven approach that defined 10 core dimensions, validated behavioral indicators with expert input, and generated positively framed items tailored to the academic context. A total of 1,538 undergraduate students from 12 Mexican universities ( Results: Exploratory and confirmatory factor analyses supported a four-factor structure-organization, self-control, attentional and inhibitory control, and planning and time management-accounting for 38% of the variance. The scale demonstrated high internal consistency across factors (Cronbach's Discussion: Findings confirm the structural validity and reliability of the EFEES and highlight its utility in identifying executive-function profiles associated with students' cognitive and academic development. Although initially validated in a Mexican sample, the EFEES was conceptually designed for cross-cultural applicability and can be adapted to diverse higher education contexts. The scale offers a theoretically grounded, psychometrically sound, and practically relevant tool for research and educational interventions aimed at supporting student success.
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