Validity of the Japanese McCloskey Executive Functions Scale (J-MEFS): Teacher-rated scale for elementary and junior high school students

Abstract

Using primarily normative data, this study examined the validity of the Japanese McCloskey Executive Functions Scale (J-MEFS), a teacher-rated scale for elementary and junior high school students, considering its evidence based internal structure and relationship to other variables. Confirmatory factor analysis for the group with no special educational needs (non-SEN; 556 males and 558 females) showed a good relative fit to the structure of the McCloskey model, which consists of two layers (self-regulation, self-realization/self-determination), nine clusters, and 36 subscales. Analysis of internal correlations and correlations with other variables showed that each layer measured a different aspect of executive function (EF). For the clusters and arenas of the second layer, internal correlation comparisons between the non-SEN (n = 556) and SEN (n = 111) male groups, as well as convergent and discriminative evidence consistent with previous research on non-SEN group (n = 1,114) academic judgment and problematic behavior in the SEN male small group, suggest that different EF aspects can be evaluated. This study discusses the evaluation of the SEN male's small growth with the J-MEFS and future issues.