The three EATQ-R subscales comprising the Effortful Control scale were Activation Control, Attention, and Inhibitory Control. The adolescent report and the parent report used essentially the same items with the pronouns changed appropriately. Activation Control was measured using 5 items and refers to “the capacity to perform an action when there is a strong tendency to avoid it” (e.g., “She/he has a hard time finishing things on time”); Attention was measured using 6 items and refers to “the capacity to focus attention as well as shift attention when desired” (e.g., “It is easy for me to concentrate on homework problems”); and Inhibitory Control was measured using 6 items and refers to “the capacity to plan and to suppress inappropriate responses” (e.g., “It’s hard for me not to open presents before I’m supposed to”) (Ellis 2002). Adolescents and their parents responded to each item by using a 5-point scale to rate how true each statement was for the adolescent. For the teacher-reported effortful control scale, teachers responded to five items related to effortful control by rating the frequency of each participant’s
