Validation of a neuropsychological and metacognitive battery in university students: assessment of learning and adaptation processes

Abstract

Reducing academic failure and dropout rates is relevant for university institutions. Confirmatory factor analysis is presented for validity and reliability of a cognitive functions assessment battery, relating neuropsychological and metacognitive aspects related to adaptation and learning. A total of 1000 Spanish (295) and Chilean (705) university entrance students were evaluated, excluding 51 students who did not complete all the tests. The confirmatory factor analysis explains a structural model, formed by factors: attention, executive functions, memory, intelligence and metacognition. The adjustment indexes obtained are statistically significant (p