The Validity and Reliability of Cognitive Failures Questionnaire in University Students

Purpose: The aim of this study was to culturally adapt, validate and investigate the Turkish version of Cognitive Failures Questionnaire (CFQ) in university students. Methods: Reliability was assessed using the Interclass Correlation Coefficient (ICC) and confidence interval %94-96. In the study, three hundred and fortyfive students completed both CFQ and Test Anxiety Inventory (TAI) who were in the examination term and average age were 20.9±1.8 years. Results: The present study, 265 (76.8%) of the participants were female 80 (23.2%) of were male. Cronbach’s alpha coefficients and ICC’s at time 1 and time 2 were as follows: 0.90 (Confidence Interval (CI) 95%; 0.85—0.94); 0.93 (CI 95%; 0.89—0.96). The mean difference was 0.25 with 95 % CI–2.30 to 3.11. Thirtysix of the students were retested within twice over 2 weeks to assess test-retest reliability. The Pearson’s correlation coefficient (r=0.39; p<0.001) revealed strong relation between CFQ and TAI total score. Turkish version of CFQ was found reliability and validity and responsive instrument for evaluating cognitive failures in university students. Discussion: The people’s own perception of changes in their cognitive status is the most important indication of the success of the interventions. Individual-reported outcomes (IROs) specifically give the people’s perspective. While the Turkish version of CFQ is found a reliable and a valid PRO, CFQ’s use is recommended in terms of field studies and researches related with students. However, it should be studied with larger samples and different illnesses.