Construction of an Executive Function Self Evaluate Report Scale for Grade 10–12 in the Secondary Educational Service Area Office in Bangkok
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Abstract
The purposes of this study were: 1) to construct an Executive Function Self Evaluate Report Scale
(EFSER) for grade 10-12 in the secondary educational service area offce in Bangkok; 2) to verify the
construct validity of the scale; and 3) to derive norms for the scale. The sample consisted of 2,376
grade 10-12 students in the secondary educational service area offce in Bangkok (academic year
2016). Descriptive statistics and scale quality measures were obtained. The validity and reliability
of the scale was further tested by means of second order confrmatory factor analysis.
The research fndings were:
1. The EFSER consisted of two domains; cognitive domain (metacognition, planning/ prioritizing,
organization, time management, and working memory) and behavioral domain (response inhibition,
emotional control, sustained attention, task initiation, flexibility, and goal directed persistence)
across the eleven interrelated sub-domains. The total scale reliability (Cronbach’s alpha) was .92.
2. The construct validity of the EFSER was demonstrated by the ft measures resulting from
confrmatory factor analysis: chi-square = 37.64, df = 29, p = .13, AGFI = .99, CFI = 1.00, SRMR = .02,
and RMSEA = .02.
3. The norms for Executive Function (EF) for grade 10-12 in the secondary educational service
area offce in Bangkok students were constructed as follows: T-scores = 60 or above was deemed
to have a high level of EF; T-scores from 40 to 59 indicated an average of EF level, and T-scores
lower than 40 was indicative of a low level of EF.
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References
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