Differences between Executive Functioning in Psychometric Tests and Self-assessment in a Sample of Puerto Rican Youths
DOI:
https://doi.org/10.37226/rcp.v6i1.6471Keywords:
executive function, psychometric tests, self-assessmentsAbstract
The dropout rate among young Puerto Ricans could be mediated by difficulties in executive functioning (FE). These difficulties could be related to inaccurate self-metarepresentations of FE. Metarepresentations of FE can be assessed by self-reports completed by youth. Few investigations have examined the relationship between metarepresentations of EF and EF as examined by psychometric performance tests. The purpose of this study is to examine the differences between the EF performed on psychometric performance tests and self-assessed EF in a sample of young Puerto Ricans aged 12 to 18 years. A cross-sectional-descriptive design of paired-samples within-subjects was used. Thirty young people participated in this study and completed the Cognitive Assessment System-2: Spanish (CAS-2: ES) as a measure of EF in psychometric performance tests and the Comprehensive Executive Functioning Inventory (CEFI) as a measure of self-assessed EF. The results of the of paired-samples within-subjects t-test was significant t(29) = -3.54, p <.001 (CAS-2: ES M = 91.63, SD = 11.75, range 71-114; CEFI M = 104.50, SD = 12.71, range 86-135) with a moderate effect size (d= .65). These results suggest that this sample tends to overestimate their EF. This self-overestimation could hinder accurate evaluation of the EF. It is imperative to adopt a combined evaluation approach that includes measures of FE in performance psychometric tests and self-assessed FE to have a representative view of FE, develop precise interventions that promote the development of FE and thus prevent school dropout in Puerto Rico.
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