「中文版執行功能指標」（大學生版與國中生版）的編製與其信效度報告

The Development and Validation of Chinese Executive Function Index-for College Students (CEFI-C) and for Junior High School Students (CEFI-J)

執行功能的測量方式主要包括認知作業與行為量表兩大取向。行為量表評估個體日常生活的執行功能表現，具有良好的生態效度。然而，目前我國之執行功能行為量表多針對臨床病患設計，而適用於一般族群的執行功能自陳式量表仍相當缺乏。是故，本研究旨在編製適合一般大學生與國中生使用之中文版執行功能行為量表，即中文版執行功能指標：大學生版與國中生版。程序方面，大學生版先以188名大學生樣本進行預試分析與探索性因素分析，正式施測階段以564名大學生樣本進行驗證性因素分析，檢驗因素結構的穩定性與建構效度，最後再以另外183名大學生樣本進行效度考驗。國中生版方面，先以276名國中生樣本進行探索性因素分析與信度檢驗，再以另外231名國中生樣本進行驗證性因素分析與效度考驗。研究結果顯示，「中文版執行功能指標」（大學生版與國中生版）可分為「策略行動」、「組織規劃」及「衝動控制」等三因素，並重複驗證了執行功能與衝動性、憂鬱症狀、情緒調控的關係，具有良好的信、效度。整體而言，「中文版執行功能指標」之心理計量特性良好，施測簡便，適用對象不限於臨床或亞臨床個案，可用於評估我國一般大學生與國中生之執行功能程度，具有實務應用價值。本研究藉由比對研究結果與其他相關量表之因素結構差異，對執行功能之構念內涵進行探討。最後，亦討論本工具之應用範圍以及研究限制。

There are two approaches to measuring the Executive Functions (EFs): one is by using neuropsychological tests and the other is by adopting behavioral rating scales. Behavioral inventories that evaluate one's executive function in daily life have good ecological validity. However, available behavioral inventories to assess EFs are mostly for clinical patients in Taiwan. Self-rated inventories to assess normal healthy individuals are still needed. Thus, the aim of the present study is to develop Chinese EFs inventories for college students and for junior high school students, namely, Chinese Executive Function Index for College Students (CEFI-C) and Chinese Executive Function Index for Junior High School Students (CEFI-J), respectively. In terms of CEFI-C, a pretest sample that consists of 188 college students was used to examine the factor structure through Exploratory Factor Analysis (EFA). To examine the validity and stability of the factor structure, a sample set including 564 college students was used to conduct Confirmatory Factor Analysis (CFA). Finally, another sample set including 183 college students was used to examine the validity of CEFI-C. In terms of CEFI-J, a sample that consists of 276 junior high school students was used to examine the factor structure by EFA. Another sample set including 231 junior high school students was used to conduct CFA and to examine the validity of CEFI-J. The results of this study show that CEFIs (CEFI-C and CEFI-J) both have good reliabilities and validities. Three factors of CEFIs are extracted through factor analysis: strategic action, organizational planning and impulse control. Besides, the relationships among EFs, impulsivity, depression, and emotion regulatory strategies are also replicated in the present study. In sum, CEFIs are easy to be administrated and have good psychometric properties. CEFIs are useful in assessing EFs in normal healthy college and junior high school students rather than in clinical or sub-clinical ones. The concept structure of EFs is discussed by comparing the results of this study with the findings of other studies. The possible implications and limitation of this study are also discussed.