000119702 001__ 119702
000119702 005__ 20240319081014.0
000119702 0247_ $$2doi$$a10.1371/journal.pone.0272802
000119702 0248_ $$2sideral$$a129858
000119702 037__ $$aART-2022-129858
000119702 041__ $$aeng
000119702 100__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000119702 245__ $$aExecutive function assessment: Adaptation of the Amsterdam executive function inventory using Spanish first-year university students from two knowledge areas
000119702 260__ $$c2022
000119702 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119702 5203_ $$aObjective
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.
000119702 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-17-006
000119702 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000119702 590__ $$a3.7$$b2022
000119702 592__ $$a0.885$$b2022
000119702 591__ $$aMULTIDISCIPLINARY SCIENCES$$b26 / 73 = 0.356$$c2022$$dQ2$$eT2
000119702 593__ $$aMultidisciplinary$$c2022$$dQ1
000119702 594__ $$a6.0$$b2022
000119702 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119702 700__ $$aRomero-Galisteo, Rita Pilar
000119702 700__ $$aRodríguez-Medina, Jairo
000119702 700__ $$aGálvez-Ruiz, Pablo
000119702 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000119702 773__ $$g17, 8 (2022), e0272802 [16 pp.]$$pPLoS One$$tPLoS ONE$$x1932-6203
000119702 8564_ $$s582241$$uhttps://zaguan.unizar.es/record/119702/files/texto_completo.pdf$$yVersión publicada
000119702 8564_ $$s2148783$$uhttps://zaguan.unizar.es/record/119702/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119702 909CO $$ooai:zaguan.unizar.es:119702$$particulos$$pdriver
000119702 951__ $$a2024-03-18-15:25:07
000119702 980__ $$aARTICLE