Execution ability plays an important role in college students' goal attainment, academic success, and self-regulated behavior. Previous research has primarily examined execution from an organizational management perspective, focusing on corporate strategy implementation and organizational performance. However, the realization of organizational goals ultimately depends on their translation into individuals' concrete actions. For college students, whether in advancing teamwork or achieving personal academic goals, execution ability serves as a core determinant of success. Nevertheless, research on the structural dimensions of execution ability among college students remains limited, and validated measurement tools are still lacking. Therefore, based on the Theory of Planned Behavior, the Theory of Reasoned Action, and the Action Phase Theory, the present study aimed to develop the Chinese College Students' Execution Scale (CCSES) and systematically examine its reliability and validity.

The scale was developed following standard psychometric procedures. First, an initial item pool was generated through a literature review, semi-structured interviews, and expert evaluation. Item analysis and exploratory factor analysis (EFA) were then conducted using Sample 1 (N = 447) to identify the underlying factor structure and refine the items. Confirmatory factor analysis (CFA) was performed using Sample 2 (N = 704) to test the model fit. Criterion-related validity was examined by analyzing the correlations between execution ability and related constructs, including achievement motivation, executive function, and procrastination. Internal consistency reliability was assessed using Cronbach's alpha coefficients, and measurement invariance across gender was tested. In addition, a subsample (N = 63) completed the scale again after a 4-week interval to evaluate test--retest reliability.

The final Chinese College Students' Execution Scale consisted of 16 items and two factors: Execution Motivation and Execution Behavior. The two factors explained 63.26% of the total variance, with factor loadings ranging from 0.61 to 0.84, indicating good construct validity. The CFA results supported the two-factor model and demonstrated an adequate model fit (χ²/df = 4.33, RMSEA = 0.07, SRMR = 0.05, CFI = 0.95, TLI = 0.95). Measurement invariance analyses showed configural, metric, and scalar invariance across gender, indicating a stable measurement structure for male and female students. Correlation analyses revealed that the total and subscale scores were significantly positively correlated with achievement motivation and executive function, and significantly negatively correlated with procrastination, supporting good criterion-related validity. The internal consistency reliability of the total scale was high (Cronbach's α = 0.94), and the test--retest reliability over a four-week interval was also strong (ICC = 0.92), indicating good temporal stability.

The Chinese College Students' Execution Scale demonstrates good reliability and validity and can be used as a reliable tool for assessing execution ability among college students. By integrating execution motivation and execution behavior, the scale provides an effective measurement tool for research on academic performance, goal pursuit, and self-regulation. Furthermore, the scale helps distinguish whether execution difficulties stem from insufficient motivation or poor behavioral implementation, thereby providing a basis for targeted interventions in educational management and psychological counseling. The scale has important implications for both theoretical research and practical applications of execution ability.

In addition, the Chinese College Students' Execution Scale can be applied in educational and counseling settings to identify students with lower levels of execution ability and to clarify whether their difficulties arise from insufficient motivation or weak behavioral implementation. Such differentiation enables educators and counselors to design targeted interventions, such as enhancing goal commitment, improving planning skills, and strengthening self-regulation strategies. Furthermore, the scale can be used to evaluate the effectiveness of training programs aimed at improving students' academic engagement, time management, and goal attainment. By providing a standardized assessment tool, the CCSES offers practical support for promoting college students' academic development and personal growth.