The Executive Functions for Learning Inventory: Development, Validation, and Contributions to Strategy and Learning Beliefs

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

This research examined a newly-developed indirect measure of executive functions (the EFLI) and its contributions to learners’ strategy use and beliefs. Grounded in theories of self-regulated learning, the EFLI was designed as a learning-centered measure of inhibitory/ attentional control, shifting, updating, planning, organizing, and emotional control. Across four studies, we examined response processes associated with completion of the EFLI (Study 1a; N=5), the internal structure of the instrument based on exploratory (Study 1b; N=202) and confirmatory factor analysis (Study 1c; N=188), and the ability of the EFLI to predict learners’ strategy use and learning beliefs (Study 1b; N=30). Reliability of the EFLI is also examined and supported. Implications for the proposed use of the EFLI and further research are discussed.

Author

• D. Jake Follmer, West Virginia University