Executive functions are crucial cognitive abilities that enable individuals to consciously regulate their behavior and mental processes. In the university setting, these functions are pivotal for students to engage in executive learning and assess the effectiveness of their learning behaviors. This research introduces an innovative explanatory model wherein executive functions interact to elucidate the capacity to evaluate learning behaviors. The study encompassed 2,465 university students (26.9% Chilean, 28.8% Ecuadorian, and 44.3% Cuban), aged between 17 and 33 years. The proposed model demonstrated adequate reliability, correlations, and was assessed using structural equation modeling, yielding favorable fit indices (CFI = .91, RMSEA = .04 [.04-.05], SRMR = .04). This theoretical framework enhances understanding of executive functions within university contexts, suggesting avenues for future research to intervene in these functions to improve university student's ability to evaluate their learning behaviors.
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