Developing Executive Functions Indicators for Assessing High School Students
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Abstract
This study aimed to develop Executive Functions Indicators for assessing high school students. The sample comprised 1,500 high school students enrolled in the first semester of the 2024 academic year, selected through a multistage random sampling procedure from schools under the Office of the Basic Education Commission and demonstration schools affiliated with universities across all six regions. The instrument utilized in this study was the Executive Functions Scale for High School Students, which is divided into three primary components: (1) Cognitive Regulation, (2) Emotional Regulation, and (3) Behavioral Regulation. This scale employs a five-point Likert measurement system to assess the respective constructs. The internal consistency of the instrument was evaluated using Cronbach’s Alpha, yielding a coefficient of 0.869, thereby indicating good reliability. The results showed that the measurement model for the executive functions of high school students had a good fit with empirical data, with factor loadings ranging from 0.549 to 0.894. All components were statistically significant at the .01 level (X2=11.011, df=5, p=0.0512, TLI=0.994, CFI=0.999, SRMR=0.009, RMSEA=0.028). An analysis of standardized factor loadings indicated that Task Initiation had the lowest value, while Self-Monitoring had the highest value.
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