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Start date: 2024Subject: search.filters.subject.executive functions

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    The hierarchical scaffolding model of executive functioning in university students: a self-reported explanatory approach
    (Frontiers Media SA, 2026-07-29)
    Díaz-Guerra, Diego D.
    ;
    Hernández-Lugo, Marena de la C.
    ;
    Ramos-Galarza, Carlos  
    ;
    Broche-Pérez, Yunier
    ;
    Arias Flores, Hugo Patricio  
    Introduction Executive functions are cognitive processes that are fundamental to academic success among university students. However, most explanatory models have been developed using laboratory-based tasks, which limits their ecological validity. Self-report measures offer a complementary approach by capturing perceived executive functioning in real academic contexts. Objective To construct and validate an explanatory model of executive functioning in Cuban university student Methods A cross-sectional sample of 1,233 students was analyzed (mean age = 20.08 years, SD = ±1.02; 59.3% women). The Cuban adaptation of the UEF-1 was administered. Analyses combined decision trees using the CHAID method to identify predictors and structural equation modeling (SEM) to confirm the relationships among variables and construct a unified model. Results The final model showed satisfactory fit (CFI = 0.915, RMSEA = 0.048, SRMR = 0.045). Executive functions were organized into four hierarchical levels: (1) Metacognitive Evaluation and Supervision, comprising Conscious Monitoring of Responsibilities and Behavioral Verification for Learning; (2) Emotional and Behavioral Regulation, comprising Conscious Regulation of Emotions and Conscious Regulation of Behavior; (3) the Operational Attentional System; and (4) Goal-Directed Action and Task Resolution, comprising Decision-Making and Management of Elements to Solve Tasks. Conclusion The proposed model constitutes the first unified explanatory framework of executive functioning in Cuban university students, specifically as assessed through self-report measures. Its four-level hierarchical structure provides an empirically grounded guide for future research and interventions, capturing the subjective dimension of executive performance as a complementary and ecologically relevant level of analysis closely tied to academic adaptation and self-regulation.
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    Systematic Review of Executive Function Stimulation Methods in the ADHD Population
    (2024)
    Ramos Galarza, Carlos  
    ;
    Deyaneira Brito
    ;
    Brayan Rodríguez
    ;
    Brenda Guerrero
    ;
    Cruz Cárdenas, Jorge  
    Background/Objectives: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by elevated motor activity, impulsivity, and attention deficit. Approximately 5% of the population suffers from this disorder. Among the key explanations of ADHD, executive functions play an important role in understanding the symptomatology present in this disorder and in determining the main treatment strategies for affected patients. We present a systematic review that seeks to identify the treatment methods developed to support executive functions in individuals with ADHD. Methods: Articles were analyzed in the SCOPUS, PUBMED, and Science Direct databases. Initially, 739 articles were found. After applying inclusion and exclusion criteria, 30 articles remained and were included in the data extraction process. Results: Among the primary treatments identified, 14 studies propose psychological training for executive functions, 9 studies recommend medication, 5 studies suggest digital interventions, and 1 study advocates for sports as beneficial for executive functions. Conclusions: The data are discussed around the need to develop new proposals to enhance the executive functions of individuals with ADHD, thereby improving their performance in educational, personal, social, and family activities impacted by this disorder.
      18  2
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    Executive Functions in University Students
    (2024)
    Emily Coello-Zambrano
    ;
    Ramos Galarza, Carlos  
    Introduction: Executive functions are delegated to monitor and stop conscious behaviors in the face of various stimuli of daily life. Objective: Analyze the role of Executive Functions in university students through a quantitative correlational study. Method: The research consisted of 238 participants aged 18 to 38 years (Mage=22.35, SD=2.34). As an evaluation instrument, the Clinical Observation Scale was used to Assessthe Third Functional Unit of Luria Theory: EOCL-1. Results: A significant global correlation was obtained between the variables, such as verification with attentional control r=.48, p=.001 inhibitory control r=.44, p=.001, internal regulatory language r=.24, p=.001 and supervision and monitoring r=.36, p=.001 Conclusions: Executive functions are mental skills of high level and greater complexity in the human being, they determine different contexts in which it develops as the university academic.
      16  2
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    Validity and reliability of the executive function scale in Cuban university student
    (2025)
    Diego D. Díaz-Guerra
    ;
    Marena De La C. Hernández-Lugo
    ;
    Ramos Galarza, Carlos  
    ;
    Yunier Broche-Pérez
    Introduction: Executive functions are higher cognitive skills involved in planning, organization, decision-making, impulse control, and working memory. It is essential to have tools that allow for the accurate and reliable assessment of this construct in university students. This study aims to evaluate the validity and reliability of the Executive Functions Scale for University Students (UEF-1) in the Cuban population. Methods: A cross-sectional study was conducted in which an online survey was administered to 1,092 Cuban university students representing 14 of the country’s 16 provinces. Descriptive analyses, confirmatory factor analyses, and Pearson correlation analyses were used to assess the psychometric properties of the scale. Results: Significant correlations were obtained between the scale factors, and the original seven-factor structure was confirmed. The scale demonstrated good internal consistency and overall reliability (α = 0.91, ω = 0.91). Conclusion: The study provided evidence that the UEF-1 is a reliable and valid tool for assessing executive functions in Cuban university students. This measure provides a comprehensive understanding of the cognitive abilities and functioning of Cuban university students, allowing for the identification of specific areas of executive functioning that may benefit from additional support or intervention.
      17  1