Psychometric properties of the Teenage Executive Functioning Inventory (TEXI): A freely available questionnaire for assessing deficits in working memory and inhibition among adolescents

Thorell, Lisa B.; Lazarević, Nataša; Milovanović, Ilija; Ignjatović, Vojislava Bugarski

doi:10.1080/09297049.2020.1726885

Cited by 20 publications

(10 citation statements)

References 22 publications

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“…The survey was long and asked about many different variables, so we wanted to keep the instrument on cognitive changes short. To capture self-perceived changes in cognition, we drew on the Working Memory Questionnaire ( Vallat-Azouvi et al, 2012 ) and the Teenage Executive Functioning Inventory – TEXI ( Thorell et al, 2020 ), and compiled nine questions asking about speed of information processing, short-term storage, prospective memory, attention, and executive control (see Table 2 ). We had no information about participants’ previous cognitive functioning and were not interested in absolute levels of functioning, so we decided to ask participants directly about the changes they observed in their cognition during the COVID-19 epidemic.…”

Section: Methodsmentioning

confidence: 99%

The Relationship Between Perceived Stress and Subjective Cognitive Decline During the COVID-19 Epidemic

2021

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During the outbreak of the COVID-19 epidemic, fear of disease and its consequences, recommended lifestyle changes, and severe restrictions set by governments acted as stressors and affected people’s mood, emotions, mental health, and wellbeing. Many studies conducted during this crisis focused on affective and physiological responses to stress, but few studies examined how the crisis affected cognition. The present cross-sectional study examined the relationship between physiological, affective, and cognitive responses to the epidemic. In an online survey conducted at the height of the first wave of the epidemic in Slovenia (April 15–25, 2020), 830 Slovenian residents aged 18–85 years reported the effects of stressors (confinement, problems at home, problems at work, lack of necessities, and increased workload), experienced emotions, generalized anxiety, perceived stress, changes in health, fatigue and sleep quality, and perceived changes in cognition during the epidemic. Risk factors for stress (neuroticism, vulnerability, general health, gender, and age) were also recorded. We hypothesized that stressors and stress risk factors will be related to subjective cognitive decline, with negative emotions, generalized anxiety, perceived stress, and physical symptoms acting as mediator variables. On average, the results showed a mild subjective cognitive decline during the epidemic. In structural equation modeling, 34% of its variance was predicted by the mediator variables, with negative emotions and physical symptoms having the largest contribution. Stress risk factors were predictably related to the four mediator variables. Among the stressors, confinement showed the strongest effect on the four mediator variables, implying the importance of thoughtful communication about necessary restrictive measures during emergency circumstances. The results of this study indicate that the possibility of altered cognitive function should be considered when planning work and study activities during the epidemic.

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Section: Methodsmentioning

confidence: 99%

The Relationship Between Perceived Stress and Subjective Cognitive Decline During the COVID-19 Epidemic

2021

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“…It should be noted that the BRIEF (in all its versions) was designed for the clinical evaluation and treatment of executive control functioning problems, i.e., the target population belongs to a clinical rather than educational context. Another instrument to evaluate executive functions in adolescents is the recently developed Teenage Executive Functioning Inventory (TEXI) [71]. Like the AEFI, it is short (20 items) and free of charge.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2022

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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.

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“…PISA literacy test used the adjusted PISA test standard. In contrast, the executive function questionnaire was adapted from the Teenage Executive Function (TEXI) questionnaire developed by Thorell et al (2020), which was then adjusted and developed according to the needs. In this study, applied qualitative analysis to collect the data sources and triangulate the data.…”

Section: Sample and Data Collectionmentioning

confidence: 99%

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

Kusuma¹,

Wardono²,

Cahyono³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Literacy ability is an individual's ability to reason, formulate, solve, and interpret mathematically to solve problems related to daily life. Executive function is a cognitive aspect that has a relation with mathematical literacy. One of some aspects that affects the low mathematical literacy ability is the aspect of executive function. This study aims to investigate the characteristics of mathematical literacy based on the executive function aspects of 15 years old students. A qualitative method with a descriptive approach is employed in this study. The present research applies interview guidelines, questionnaires, and students' mathematical literacy tests as the instruments. Research subjects are junior high school students in grade VIII from two different schools. The result shows that the students' executive function influences mathematical literacy ability. Students' mathematical literacy ability is not fully achieved by fulfilling all the indicators involved. Another aspect found in the research is the low critical thinking ability impacts the achievement of mathematical literacy ability indicators.</p>

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Psychometric properties of the Teenage Executive Functioning Inventory (TEXI): A freely available questionnaire for assessing deficits in working memory and inhibition among adolescents

Cited by 20 publications

References 22 publications

The Relationship Between Perceived Stress and Subjective Cognitive Decline During the COVID-19 Epidemic

The Relationship Between Perceived Stress and Subjective Cognitive Decline During the COVID-19 Epidemic

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

The Characteristics of Mathematical Literacy Based on Students’ Executive Function

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