Preliminary psychometric evaluation of a self-reported cognitive functioning questionnaire in high school students

Abstract

Introduction. Cognitive functioning is a critical determinant of academic achievement, particularly during adolescence—a period defined by the maturation of executive functions and attentional control.

Material and method . The present study conducts a preliminary psychometric evaluation of a self-report cognitive functioning questionnaire designed for high school students, aimed at optimizing the instrument prior to large-scale implementation. Adopting an exploratory, cross-sectional design, the research sampled $N = 49$ students from grades 9 through 12. The instrument comprised 25 items measured on a 5-point Likert scale, assessing domains including attention, working memory, concentration, and task organization. Data analysis involved descriptive statistics, distributional analysis, and internal consistency testing via Cronbach’s alpha (α).

Results . Results demonstrate excellent internal consistency for the scale (α = .91) and adequate item-total correlations for the majority of the items. However, specific items were identified for linguistic refinement. The findings validate the instrument’s utility for the primary study following minor adjustments and highlight its relevance for both educational research and clinical practice.