Executive function assessment: Adaptation of the Amsterdam executive function inventory using Spanish first-year university students from two knowledge areas

Abstract

Objective Many university students have difficulties in adapting to autonomous learning due to executive functioning deficits. In the Spanish university context, there is a lack of reliable validated instruments for the evaluation of executive functioning. In this sense, the aim of this research is to present the process of adaptation and validation of the Amsterdam Executive Function Inventory (AEFI) for the evaluation of executive functioning in the Spanish context. Methods This study integrates two sequential processes: questionnaire translation and back-translation, and evaluation of the psychometric properties (exploratory and confirmatory factor analysis were conducted), reliability, validity and multigroup analysis to identify factorial invariance. An online questionnaire was used for data collection and R package lavaan software was administered to a sample of 519 first-year university students (270 females and 249 males). Results The exploratory factor analysis evidenced an interna structure of three factors with adequate internal consistency (Cronbach’s alpha higher than 0.70), endorsed in the confirmatory factor analysis that indicated an adequate goodness-of-fit-indexes for the model. The composite reliability showed values between 0.74 and 0.82, and the convergent (average variance extracted values ranged from 0.50 to 0.61) and discriminant validity were adequate. A multigroup-analysis showed the invariance factorial through the difference in the RMSEA, CFI and TLI index, performed both in the model comparison according to gender and academic disciplines. Conclusion The AEFI adapted for Spanish has practical implications for the management of university students, as it can facilitate the improvement of university policies designed to foster the development of executive functions, specifically in first-year students.

Validity and Reliability of the Executive Function Scale (UEF-1) in Cuban University Students

“…The results obtained in this research are consistent with those obtained by other authors who evaluated executive functions in students (Escolano-Pérez et al, 2022; Kamradt et al, 2019; Prosen & Vitulic, 2014; Ramos-Galarza et al, 2023). All these authors agree that to improve students’ academic performance, daily functioning, and future job prospects, university programs must promote the development of executive functioning skills.…”

“…Given the importance of executive functions in the university setting, it is essential to have a reliable and valid assessment tool to measure these skills in the student population (Ramos-Galarza et al, 2020; Romero-Galisteo et al, 2022; Rowe et al, 2021). In this context, the University Executive Function Scale (UEF-1) has been developed as a potentially useful tool for assessing executive functioning in this population (Ramos-Galarza et al, 2023).…”

An examination of the Amsterdam Executive Function Inventory (AEFI) in South Africa: A factor analytic study.

“…Pineda and Merchan (2003) reported good psychometric properties in young Columbian adults. The AEFI has also proven reliable and stable with university samples in different countries (Escolano-Pérez et al, 2022; Lohues & Gonzales, 2018; Ramos-Galarza et al, 2020). The need for further validation and establishment of psychometric properties of the AEFI among the adult population is clear.…”