The Instruments

The MTQ-48 assesses total MT and comprises four dimensions: challenge, commitment, confidence (subdivided into two components; interpersonal and own ability) and control (partitioned into two components; emotional and life). The MTQ-18 and MTQ-10 use items drawn directly from the MTQ-48. Subscore(s): Goal Directed Behavior, Confidence, Achievement, Risk 

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mental Toughness Scale for Adolescents, examines the attributes of challenge, commitment, confidence (abilities and interpersonal), and control (life and emotion).

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The Meriden School Climate Survey-Student Version is a 47-item survey of students‘ perception of adult support at school, school safety, respect for differences, adult support at home, including academic support, student aggression toward others, and peer support.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Metacognitive Skills Teacher Questionnaire is an 8-item teacher-respondent assessment of children's metacognitive abilities.

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The Middle Years Development Instrument (MDI) is a self-report measure designed to assess children's wellbeing inside and outside of school. Subscore(s): There are five subscores: Social and emotional development, Connectedness to peers and adults at school, at home, and in the neighborhood, School experiences, Physical health, Wellbeing and constructive use of time after school

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mindful Attention Awareness Scale-Adolescents (MAAS-A) assesses mindfulness in children and adolescents.

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53 items are organized into “mega”‐scales for positive and negative affect, inappropriate affect, positive and negative involvement with activities and environment, impulsivity (negative reactions to frustration), positive reactions to frustration, aggression/unusual behaviors, social isolation, peer skills, and empathy/prosocial behavior. Thus, many elements of emotional competence, as well as some elements of social problem solving (e.g., deals with frustration by verbalizing the problem), and numerous relationship skills, are tapped by the MPAC. Has been recently shortened by Denham and computerized version is in the works.

The Mission Skills Assessment (MSA) is an online assessment that targets 6 noncognitive constructs: creativity, curiosity, ethics, resilience, teamwork, and time management. Each construct is measured by means of a student self-report scale, a student alternative scale (e.g., situational judgment test), and a teacher report scale. Use of the MSA provides schools with the opportunity to examine and monitor development of noncognitive skills in their students from Grade 6 to Grade 8. Three methods of measurement were incorporated into the MSA for each construct: traditional Likert self-report items, Likert teacher-report items, and an alternate type of assessment (e.g., situational judgments). Subscore(s): Ethics, Teamwork, Resilience, Creativity, Curiosity, Time Management

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Morgan-Jinks Student Efficacy Scale can be used to provide practitioners with insights into children's perceptions of their own academic self-efficacy. Subscore(s): There are three subscores: Talent, Context, Effort

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The MSLQ assesses learning strategies and motivation in college students. The motivation scales assess (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking. Subscore(s): Motivation, Value, Expectancy, Affect, Learning Strategies

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The MSCEIT tests the respondent's ability to perceive, use, understand, and regulate emotions. Using every-day life scenarios, the MSCEIT assesses how well an individual can react to and solve emotional problems as well as solve tasks. It was designed for use in corporate, educational, research, and therapeutic settings. Rather than a subjective assessment of one's own emotional intelligence, the MSCEIT uses a performance-based approach. There are many subscores reported in addition to total emotional intelligence (EIQ). These include two area scores for experiential EIQ and strategic EIQ. There are also branch scores of perceiving emotions, managing emotions, using emotions, and understanding emotions.  Subscore(s): Emotional regulation

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The MSCS is designed to measure multiple context‐dependent dimensions of self‐concept. Self‐concept here is viewed as a multidimensional behavioral construct (Degulach, 1992), and the MSCS measures six contextual domains in six scales of 25 items each: Social competence related to interactions with others, Success/failure in attainment of goals, Recognition of affective behaviors, Academic achievement and competence in other school‐related activities, Competence related to interactions with family members, Physical attractiveness and prowess. Subscore(s): Self-Concept

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Student-reported ethnic identity, defined as that part of the student's self-concept derived from his or her knowledge of their membership in a social group, together with the value and significance attached to that membership.  Subscore(s): Positive ethnic attitudes and sense of belonging; Ethnic identity

The My Class Inventory-Short form, adapted from the longer form version of the My Class Inventory contains 25 yes or no questions written at a low reading level suitable for children. The MCI-SF asks respondents about their perceptions of five different dimensions of their actual classroom environment: Satisfaction, Friction, Competitiveness, Difficulty (with classroom work) and Cohesiveness.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The National Longitudinal Study of Adolescent to Adult Health (Add Health) is a school-based longitudinal study of a nationally representative sample of adolescents in grades 7-12 in the United States in 1994-95 that includes several items related to students' sense of belonging (e.g., “I feel like I am part of this school” and “I feel close to people at this school”).

This tool provides a detailed assessment of general personality using the five-factor model.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The New General Self-Efficacy Scale (NGSE) consists of the seven NGSE items Chen and Gully (1997) had found to be distinct from the SGSE scale and self-esteem. Because the authors wanted to ensure that the content domain of GSE would be well captured by the NGSE scale, they created seven additional NGSE items, intending to eliminate redundancies later. Consistent with procedures employed by Chen and Gully, when wording the new items, authors carefully referred to Eden‘s GSE conceptualization, which is consistent with definitions provided by other researchers (Gardner & Pierce, 1998; Judge et al., 1997; Judge, Erez, et al.,1998). Each of the first two authors independently generated between three and five new items. The authors combined the items and rewrote or eliminated any that were poorly worded, were clear duplicates, or seemed inconsistent with their GSE definition. The third author then reviewed the items for clarity, consistency with theory, and redundancy. This effort yielded a total of 14 NGSE items, 7 of which were new and 7 carried over from Chen and Gully‘s study. The NGSE scale was scored on a 5-point Likert-type scale from strongly disagree (1) to strongly agree (5).

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Next Generation Science Classroom (NGSC) is a questionnaire that contains 35 items all scaled on a 5-point Likert scale. The items include understanding scientific explanations, generating scientific evidence, reflecting on scientific knowledge, and participating productively in science. 

The Nondominant Cultural Capital Scales operationalize Yosso's (2005) community cultural wealth (CCW) framework. CCW refers to the assets that students of color bring to schooling. The four scales include aspirational capital (the ability to maintain hopes and dreams for the future), familial capital (connections to and knowledge of family and kinship networks), navigational capital (the ability to navigate through schooling institutions that were not designed with communities of color in mind), and resistant capital (the knowledge of and motivation to transform oppressive structures). Subscore(s): Ethical orientation; Stereotype threat susceptibility; Aspirational, familial, navigational and resistant capital

The NSCH Social Competence Scale (NSCH-SCS) assesses social competence in youth and was designed to be incorporated into large, nationally representative surveys. Subscore(s): There are two subscores: Social skills, Behavior problems

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

families, teachers and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey is designed to collect important information about each school's ability to support student success.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Observation Protocol for Metadiscourse Markers in Science Talk is a classroom observation and discourse framework through which to examine how teachers and students use talk to build knowledge in science. Developed by Ko and Luna in 2023, the framework identifies and categorizes metadiscourse markers (MDMs)—words and phrases that signal how participants organize ideas, express interpretations, and draw on knowledge resources during discussion.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills. https://www.oecd.org/en/about/programmes/oecd-survey-on-social-and-emotional-skills.html

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills. https://www.oecd.org/en/about/programmes/oecd-survey-on-social-and-emotional-skills.html

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Dimensions (Subtests of the OCDQ-RE): Supportive principal behavior reflects a basic concern for teachers. The principal listens and is open to teacher suggestions. Praise is given genuinely and frequently, and criticism is handled constructively. The competence of the faculty is respected, and the principal exhibits both a personal and professional interest in teachers. Directive principal behavior is rigid, close supervision. The principal maintains constant monitoring and control over all teacher and school activities, down to the smallest detail.

Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paper work, committee requirements, routine duties, and other demands that interfere with their teaching responsibilities. Collegial teacher behavior supports open and professional interactions among teachers. Teachers are proud of their school, enjoy working with their colleagues, and are enthusiastic, accepting, and mutually respectful of their colleagues. Intimate teacher behavior is cohesive and strong social relations among teachers. Teachers know each other well, are close personal friends, socialize together regularly, and provide strong social support for each other. Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers are simply putting in time in non-productive group efforts; they have no common goals. In fact, their behavior is often negative and critical of their colleagues and the school.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index has four dimensions —principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community. The measure is a combination of the OHI and OCDQ. The OCI is a revision of the earlier SCI.

Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.