This study assessed the suitability of two questionnaires, the Amsterdam Executive Function Inventory (AEFI) and the Executive Skills Questionnaire (ESQ), for measuring executive functioning (EF)...Show moreThis study assessed the suitability of two questionnaires, the Amsterdam Executive Function Inventory (AEFI) and the Executive Skills Questionnaire (ESQ), for measuring executive functioning (EF) and distinguishing groups of students whose academic success is hindered due to low EF. A sample of 188 first-year students aged 18 to 25 years completed either the AEFI or ESQ, along with the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A). Data on academic success (credits, resists, average grade) was obtained from school records. The quality of the two questionnaires was measured by means of internal validity through exploratory factor analyses (EFA), reliability through correlation coefficients and external validity through the comparison of AEFI and ESQ subscales to similar BRIEF-A subscales using Kendall’s tau-b. Next, Hierarchical Cluster Analyses (HCA) were conducted to create clusters of students. Subsequently, Analyses of Variance (ANOVA) were conducted to determine if the clusters significantly differed in EF. Lastly, Multivariate Analyses of Variance (MANOVA) were performed to investigate the differences in academic success between low and high EF clusters. Two from the 11 items were removed to ensure sufficient quality on all three quality measures of the AEFI. For the ESQ 24 from the 36 items (including seven complete subscales) were removed to ensure sufficient internal validity, and one subscale was removed to ensure sufficient reliability. The AEFI was deemed suitable for measuring Attention, Planning & Initiative, and SelfControl & Self-monitoring, while the ESQ was appropriate for measuring Sustained Attention, Organization, Flexibility, and Goal-directed Persistence. The HCA’s identified four distinct EF clusters for the AEFI and three distinct EF clusters for the ESQ. Results from the ANOVA indicated a statistically significant difference between the identified clusters for each subscale of both the AEFI and ESQ. However, results from the MANOVA’s indicated no significant multivariate effect of EF cluster on academic success for either of the two questionnaires. Both questionnaires demonstrated improvements through removal of low-quality items, with the AEFI showing higher overall quality. However, the AEFI and ESQ were both unable to distinguishing groups of students whose academic success is hindered due to low EF.Show less
Background: Patients with a psychotic disorder generally seem to have difficulties recovering, especially on functional and societal ground. Due to cognitive impairments and experienced stigma, the...Show moreBackground: Patients with a psychotic disorder generally seem to have difficulties recovering, especially on functional and societal ground. Due to cognitive impairments and experienced stigma, the psychosis population feel excluded from society as a result of discrimination. This study aimed to get a better insight of functional and societal recovery and their association amongst patients with a psychotic disorder. In addition, it was investigated whether degree of importance regarding social roles had a moderating effect on the association. Functional recovery lacked consensus on terminology and assessments, but this study used executive functioning as a point of reference. Societal recovery was described as counteracting the public stigma on mental illness and improving the position and rights of (ex-)clients within society. Methods: This study included 237 participants (18-65 years) with psychosis as their main diagnosis through Flexible Assertive Community Treatment teams or Early Intervention Psychosis teams in healthcare institutions throughout the Netherlands. Participants signed informed consent prior participating in the study. The study design was cross-sectional, where data at baseline was used for the analyses. The data was gathered through (self-reported) questionnaires that measured executive functioning (functional recovery), and satisfaction scores on fulfilling various social roles (societal recovery). Two multiple linear regression analyses were performed to assess whether the level of executive functioning was associated with satisfaction scores. A binary logistic regression was performed to assess executive functioning in employment. Results: No effects were found between self-reported executive functioning and satisfaction scores. The degree of importance regarding social roles was found to have a direct relationship with satisfaction scores. Surprisingly, self-reported executive functioning did not seem to be associated with employment. Conclusion: Functional and societal recovery were not related and degree of importance regarding social roles was directly related to societal recovery. Self-reported executive functioning did not differ amongst those who were employed and unemployed. A better consensus on terminology and measurements needs to be realized for functional and societal recovery to acquire a better assessment of the psychosis population. Further research should include a more diverse range of patients in the psychosis population for better generalizabilityShow less
The discussion on the existence of a bilingual advantage in executive functioning is still going on to this day. But even if this advantage does exist, can we speak of a true advantage? In other...Show moreThe discussion on the existence of a bilingual advantage in executive functioning is still going on to this day. But even if this advantage does exist, can we speak of a true advantage? In other words, how does this advantage resonate in real-life? This study translated executive functions into real-world competences and tested whether bilinguals score better on these as well as on their school performances. Results show very little to no evidence of the existence of a bilingual advantage in real life. The most likely explanations are that there either is no advantage or the advantage is very small and therefore masked by other factors influencing executive functioning and bilingualism.Show less
