Establishing the Taiwanese Traditional Chinese version Teenage Executive Functioning Inventory (TC-TEXI): Psychometric properties of self-report, parent-rating, and teacher-rating and the predictability on positive mental health

This study aimed to evaluate the psychometric properties of the Taiwanese Traditional Chinese Version of the Teenage Executive Functioning Inventory (TC-TEXI) in a sample of 784 Taiwanese high school students, their parents, and their teachers. Notably, this research is the first to establish the psychometric properties of teacher ratings across all language versions of the TEXI. The results of confirmatory factor analyses partially supported a two-factor model of executive functioning, namely working memory and inhibition, particularly for teacher ratings. The findings also supported adequate internal and test-retest reliability. Multiple regressions were implemented to explore how the scores from the three types of the TC-TEXI predicted positive mental health among high school students in Taiwan. The results revealed that while the data supported that the self-report TC-TEXI best correlated with the self-acceptance, human relationships, emotional balance, and optimism/enterprising aspects of their positive mental health, teacher-rating and parent-rating were also statistically significantly correlated with the family harmony aspect of positive mental health. Implications regarding the correlation pattern were suggested. The linear age effect commonly found with performance-based EF tasks was not supported in the current study. Future research involving randomly drawn samples from each grade or a longitudinal design should help reconfirm the non-linear effect.