Executive Functions (EFs) comprise a set of mental skills that enable university students to consciously regulate their academic performance and learning behaviors. Research has identified several EFs as critical determinants of academic success, including emotion regulation, responsibility monitoring, working memory, cognitive flexibility, metacognitive learning, study planning, and decision-making. This protocol article presents an enhanced version of a scale designed to assess EF in the university context. The principal innovation of this revised instrument lies in its incorporation of five additional EFs, thereby providing a more comprehensive evaluation of these cognitively demanding skills essential for academic achievement. Our proposed methodology follows a psychometric validation process to examine the scale’s reliability, validity, and practical utility. Through this protocol, we anticipate establishing robust measurement properties for the new scale, advancing our understanding of university students’ cognitive processes. Furthermore, we expect the findings to facilitate the development of improved assessment tools and targeted interventions to enhance executive functioning in higher education settings. This research contributes to the growing literature seeking to optimize academic outcomes through evidence-based cognitive evaluation and support.

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