Examining the latent structure of emotional awareness and associations with executive functioning and depression

This study tested whether executive functioning (EF)/learning tasks from the CogState computerized test battery show a unitary latent structure. This information is important for the construction of composite measures on these tasks for applied research purposes. Based on earlier factor analytic research, we identified five CogState tasks that have been labeled as EF/learning tasks and examined their intercorrelations in a new sample of Finnish birth cohort mothers ( N = 233). Using confirmatory factor analyses, we compared two single-factor EF/learning models. The first model included the recommended summative scores for each task. The second model exchanged summative scores for first test round results for the three tasks providing these data, as initial task performance is expected to load more heavily on EF. A single-factor solution provided a good fit for the present five EF/learning tasks. The second model, which was hypothesized to tap more onto EF, had slightly better fit indices, χ2(5) = 1.37, p = .93, standardized root mean square residual (SRMR) = .02, root mean square error of approximation (RMSEA) = .00, 90% CI = [.00–.03], comparative fit index (CFI) = 1.00, and more even factor loadings (.30–.56) than the first model, χ2(5) = 4.56, p = .47, SRMR = .03, RMSEA = .00, 90% CI = [.00–.09], CFI = 1.00, factor loadings (.20–.74), which was hypothesized to tap more onto learning. We conclude that the present CogState sum scores can be used for studying EF/learning in healthy adult samples, but call for further research to validate these sum scores against other EF tests.

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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French Adaptation of the Childhood Executive Functioning Inventory (CHEXI)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000141 ◽

2013 ◽

Vol 29 (2) ◽

pp. 149-155 ◽

Cited By ~ 6

Author(s):

Corinne Catale ◽

Caroline Lejeune ◽

Sarah Merbah ◽

Thierry Meulemans

Keyword(s):

Working Memory ◽

Executive Functioning ◽

Factor Analyses ◽

Cognitive Measures ◽

Factor Solution ◽

Confirmatory Factor Analyses ◽

Confirmatory Factor ◽

Rating Instrument ◽

Functioning Inventory ◽

Test Retest Reliability

Thorell and Nyberg (2008 ) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life which can be divided into four subscales: working memory, planning, inhibition, and regulation. Using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008 ) found a two-factor solution that taps working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. A group of 95 parents of 5- and 6-year-old children completed the CHEXI, 87 of whom were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed.

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