This is the Executive Skills Questionaire for Central Texas College.

Purpose: You are invited to participate in a survey on executive functioning skills. The goal is to understand how these skills impact daily activities and decision-making, which can help students be more successful in college.

Procedures: You will answer a series of questions related to your executive functioning skills. This should take about 10-15 minutes.

Confidentiality: Your responses will be kept confidential.

Voluntary Participation: Your participation is completely voluntary. You may withdraw anytime without affecting your relation with Central Texas College.

Risks: There are no known risks associated with participating in this survey.

Publication/Sharing of Information: The information gathered from this survey may be shared or published in academic journals, conferences, or other related venues. However, no identifying information about participants will be included.

If you have any questions about this study, please get in touch with the Executive Functioning Team:

Bethany Winkler	BWinkler@ctcd.edu
Veronica Martin	VMartin@ctcd.edu
Nadiya Filimonova	NFilimonova@ctcd.edu
Chad Burrow	SBurrow@ctcd.edu

By continuing with this survey, you consent to participate.

Thank you for your time and contribution.

Do you consent to taking this Questionaire?

Yes

What is your CTC ID number?

Basic Demographics

Age:

Sex/Gender:

Male

Female

No Response

Race/Ethnicity:

Primary Spoken Language:

Education and Employment

Education Status:

Undergraduate

Graduate

Non-degree Seeking

No Response

Course Load:

Part-time

Full-time

No Response

Employment Status:

Dual Credit Student:

Yes

No Response

Socioeconomic Information

Relationship Status:

Children at Home:

None

Part-time

Full-time

No Response

Household Size:

No Response

Household Income:

Life Experience Factors

Primary Caregiver:

Work/Life Balance:

Satisfied

Neutral

Unsatisfied

No Response

Exposure to Stressful Life Event:

Yes

No Response

Item 1: I don't jump to conclusions.

Item 2: I think before I speak.

Item 3: I don't take action without having all the facts.

Item 4: I have a good memory for facts, dates, and details.

Item 5: I am very good at remembering the things I have committed to do.

Item 6: I seldom need reminders to complete tasks.

Item 7: My emotions seldom get in the way when performing on the job.

Item 8: Little things do not affect me emotionally or distract me from the task at hand.

Item 9: I can defer my personal feelings until after a task has been completed.

Item 10: No matter what the task, I believe in getting started as soon as possible.

Item 11: Procrastination is usually not a problem for me.

Item 12: I seldom leave tasks to the last minute.

Item 13: I find it easy to stay focused on my work.

Item 14: Once I start an assignment, I work diligently until it's completed.

Item 15: Even when interrupted, I find it easy to get back and complete the job at hand.

Item 16: When I plan out my day, I identify priorities and stick to them.

Item 17: When I have a lot to do, I can easily focus on the most important things.

Item 18: I typically break big tasks down into subtasks and timelines.

Item 19: I am an organized person.

Item 20: It is natural for me to keep my work area neat and organized.

Item 21: I am good at maintaining systems for organizing my work.

Item 22: At the end of the day, I've usually finished what I set out to do.

Item 23: I am good at estimating how long it takes to do something.

Item 24: I am usually on time for appointments and activities.

Item 25: I take unexpected events in stride.

Item 26: I easily adjust to changes in plans and priorities.

Item 27: I consider myself to be flexible and adaptive to change.

Item 28: I routinely evaluate my performance and devise methods for personal improvement.

Item 29: I am able to step back from a situation in order to make objective decisions.

Item 30: I "read" situations well and can adjust my behavior based on the reactions of others.

Item 31: I think of myself as being driven to meet my goals.

Item 32: I easily give up immediate pleasures to work on long-term goals.

Item 33: I believe in setting and achieving high levels of performance.

Item 34: I enjoy working in a highly demanding, fast-paced environment.

Item 35: A certain amount of pressure helps me to perform at my best.

Item 36: Jobs that include a fair degree of unpredictability appeal to me.

Response Inhibition

Rushing through work just to get it done.

Not having the patience to produce quality work.

Giving up on an assignment when I encounter an obstacle.

Having trouble studying when there are more fun things to do (trouble resisting temptation).

Working Memory

Forgetting to check syllabus for assignments or due dates.

Forgetting to bring necessary materials or assignments to class.

Forgetting to hand in assignments.

Forgetting about long-term projects, term papers, or upcoming tests.

Not paying attention to classroom instructions/tasks directions.

Losing materials.

Forgetting to complete assignments.

Not recording when an assignment is due or when due dates change.

Emotional Control

Getting really irritated when an assignment is hard or confusing.

Finding it hard to get started on assignments because of perfectionism or fear of failure.

Freezing when taking tests and doing poorly despite studying long and hard.

Not seeing the point of an assignment and finding it hard to motivate myself to do it.

Task Initiation

Procrastinating/avoiding tasks due to not knowing how to get started.

Procrastinating/avoiding tasks due to believing the task will "take forever".

Procrastinating/avoiding tasks due to believing myk performance won't meet expectations.

Procrastinating/avoiding tasks due to seeing the task as tedious, boring, or irrelevant.

Finding other things to do rather than studying.

Difficulty getting back to work after breaks.

Sustained Attention

Taking frequent breaks when working.

Taking breaks that are too long.

Internally distracted - thoughts, states, moods, daydreams.

Externally distracted - sights, sounds, technology such as phone, computer, TV, video games.

Not knowing limits (e.g. how long I can sustain attention) or when the best study time is.

Not recognizing when I'm off-task.

Planning/Prioritization

Not making a study plan (may not know how).

Can't break down long-term projects into smaller tasks and timelines.

Having difficulty taking notes or studying for test because I can't distinguish important from non-important.

Spending too much time on less important elements - can't put the most important parts or most important assignments first.

Planning unrealistically (e.g. failing to take into account obstacles to the plan).

Flexibility

Struggling with assignments that require creativity or are open-ended.

Getting stuck on one solution or one way of looking at a problem.

Having trouble coming up with topics or ideas of things to write about.

Having difficulty coming up with "Plan B" if the first attempt didn't work.

Organization

Not knowing how to design an organizational system.

Not being able to maintain an organizational system over time.

Not being able to find things in notebooks or backpacks.

Losing assignments or important papers.

Not having neat study area.

Losing electronic data - forget where work is stored or what name it's filed under.

Time Management

Can't estimate how long a task will take - due to overestimating how long it will take to do the task (therefore never getting started).

Can't estimate how long a task will take - due to underestimating how long it will take to do a task (therefore running out of time).

Chronically late (for class, tutoring, other appointments, and obligations).

Difficulty juggling multiple assignments and responsibilities because I can't judge time involved.

Overcommitted - juggling too many obligations (and I think I can pull it off!)

Lacking a sense of time urgency (don't appreciate that deadlines are important).

Relying on deadline as activator or motivator.

Goal-Directed Persistence

Not having a long-term goal.

Having a long-term goal but lacking a realisitic plan to achieve the goal.

Not seeing studying as important and making minimal effort as a result.

Giving up in the face of an obstacle.

Having a "good enough" mentality that gets in the way of producing quality work.

"Not on the radar" - seeing work as not relevant or not important enough to do.

Metacognition

Can't accurately evaluate skills (e.g. expect to do well on tests in spite of poor past performace).

Can't identify appropriate study stategies.

Can't plan or organize a writing assignment.

Can memorize facts but missing the larger context (I do better on multiple-choice tests than essay questions).

Having a hard time understanding more abstract concepts.

Having difficulty making inferences, drawing conclusions, grasping the main idea, and reading between the lines.

Failing to check work / proof-read.

Response Inhibition Checklist:
Working Memory Checklist:
Emotional Control Checklist:
Task Initiation Checklist:
Sustained Attention Checklist:
Planning/Prioritization Checklist:
Flexiblity Checklist:
Organization Checklist:
Time Management Checklist:
Goal-Directed Persistence Checklist:
Metacognition Checklist:

Click the Submit button to get your results.

1 - Strongly Disagree

2 - Disagree

3 - Tend to Disagree

4 - Tend to Agree

5 - Agree

6 - Strongly Agree

CTC ID: Age: Sex: Race: Language: Education: Course Load: Employment: Dual Credit: Relationship: Children: Household: Income: Caregiver: Work/Life: Life Event:	Total	Avg
Response Inhibition
Working Memory
Emotional Control
Task Initiation
Sustained Attention
Planning/Prioritizing
Organization
Time Management
Flexibility
Metacognition
Goal-Directed Persistence
Stress Tolerance