The Instruments

The Research Identity Survey-Form G (RISG) is a questionnaire containing 12 Likert-style items. It was created to assess researcher identity and self-identification in high school students. 

Adapted from the Resilience Inventory (Noam & Goldstein, 1998), a 44‐item measure of adolescence resilience. (Song 2003) Taps various domains of resilience: The Optimism (OP) subscale concerns the respondent’s positive perspective on the world and the future. The Self‐Efficacy (SE) subscale concerns confidence in the respondent’s ability to deal with situations or things effectively. One who scores high on this subscale can think of a situation from different perspectives and evaluate alternative actions to deal with it more efficiently. The Relationships with Adults (RA) subscale concerns support from and perceptions of adults. Research suggests that even one supportive figure outside of the family can make children and adolescents feel they are special and important, thereby making them more capable of handling stressors. The Peer Relationships (PR) subscale centers on the respondent’s relationship with friends. A person who scores high on this factor is likely to be popular among friends and have fun with them, thus having an active social life. Quality of peer relationships is reported to play an important role in competence in childhood and adolescence. The Interpersonal Sensitivity (IS) subscale concerns the respondent’s initiative to help others and improve one’s surroundings. Resilient children are empathic of the needs of others and willing to care for them. A person who scores high on this subscale takes the initiative to help others and is sensitive to others’ feelings. The Emotional Control (EC) subscale concerns the respondent’s ability to control himself or herself emotionally. A person who scores high on this factor is not likely to be agitated by a triggering situation but is likely to endure and be patient.

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.

Three higher‐order temperament factors pertinent to the assessment of emotional expressiveness and regulation have been isolated: (a) negative affectivity, (b) surgency; and (c) effortful control (Rothbart et al, 1994). Taken together, they comprise a child's constitutional, individual pattern of self‐regulation and reactivity, relatively enduring biological predispositions that are influenced over time by maturation and experience. Negative affectivity items involve discomfort experienced in over‐stimulating situations, frustration, anger, and inability to soothe oneself, fearfulness, and sadness. The Surgency dimension includes active, approach, pleasure, and smiling scales. Use of Rothbart Temperament Questionnaires can add to knowledge of children’s expressiveness across many everyday contexts. Many children high on the temperament dimension of negative affectivity are easily angered in many situations. Others high on this dimension are anxious, fearful in new situations, and easily saddened. Thus, this factor can be divided into “externalizing negative emotions” and “internalizing negative emotions.” Effortful control, also assessed by the CBQ, is associated with sensitivity to the emotional experiences of peers, which can lead to empathic and other prosocial responses, as well as to inhibition of aggressive impulses (Kochanska, 1993; Rothbart et al., 1994). More specifically, regulatory abilities in attention, in particular the ability to focus and shift attention voluntarily, and the ability to disengage attention from one's own perspective to attend to another's, are hallmarks of prosocial development (Kochanska, 1993). Children higher on the effortful control dimension may be seen by teachers, observers, and peers alike as more socially competent. Effortful control encompasses scales measuring inhibitory control; maintenance of attentional focus during tasks; pleasure experienced during low intensity situations (e.g., looking at picture books); and perceptual sensitivity and awareness of external cues. Thus, the CBQ’s scales related to emotion regulation, or internally consistent abbreviations thereof, could be useful.

For regulation, four scales are used, as follows: (a) attention focusing (“will move from one task to another without completing them” (reversed); (b) attention shifting (“can easily shift from one activity to another”; (c) inhibition control (e.g., “can lower her voice when asked to do so; and (e) impulsivity (“rushes into new situations”).

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.

Rumble’s Quest is a robust and reliable measure of social and emotional wellbeing for primary school children. It is presented as an engaging computer game that makes it easy for children to respond to questions in a natural way.

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.

Self-report instrument that measures empathy toward people of racial and ethnic backgrounds different from one‘s own. SEE is composed of three instrumental aspects: intellectual empathy, empathic emotions, and the communication of these perspectives to others via word or action. These resolve into three constructs: Empathic expression; empathic perspective-taking; acceptance of cultural differences. Subscore(s): Ethical orientation; Stereotype threat susceptibility; Empathic expression; Empathic perspective-taking; Acceptance of cultural differences

The SAMRS was developed as a tool that could be used by teachers to assess behavioral characteristics that are associated with academic achievement motivation.

The School – Age Care Environment Rating Scale (SACERS) measures environmental quality in school age care settings. Subscore(s): SEL‐Supportive Environments

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 School Belongingness Scale (SBS) is a 10-item measure of students' sense of belonging in the school as a whole as well as their relationships with teachers and peers. The measure includes items related to "Social Exclusion" and "Social Acceptance."

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.

Thousands of Alaska students, staff and families take the School Climate and Connectedness Survey (SCCS) each year to transform school climate and strengthen relationships, factors linked to academic outcomes.  AASB’s School Climate & Connectedness Survey is a voluntary statewide survey developed by American Institutes for Research (AIR) in partnership with AASB in 2006. School districts are invite each spring to measure student, staff, and family perceptions of:  How students, staff and families view school climate; How connected adults feel to adults and peers ; Social and Emotional Learning (SEL);  and Observed risk behaviors at school and school events .

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 School Climate and School Identification Measure was designed to assess four critical (Student-student relations, Student-staff relations, Shared values and approach, and Academic emphasis) school climate factors along with a social identity measure of school identification in students ranging from grade 7 to grade 10.

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.

This School Climate Assessment has been designed for both informal and formal school safety assessments for K–5 educators and administrators. This tool is based on the main categories that were measured in an evaluation of a multi-state pilot of Welcoming Schools.

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 ASSC School Climate Assessment Instrument (SCAI) to promote improved school climate, psychological factors related to high functioning schools and students.

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 School Climate for Diversity (SCD-S) is a student-reported school racial climate survey for middle and high school students that evaluates ten subscales in two domains (intergroup interactions and school racial socialization) of racial climatetapping.

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 School Climate Inventory-Revised (SCI-R) was originally developed to determine the effect of school reform efforts. Dean Butler and Martha Alberg (Butler & Alberg, 1991) developed SCI-R for the Center for Research in Educational Policy (CREP) at the University of Memphis. It was published in 1989, and revised in 2002. According to the authors, the survey provides formative feedback to school leaders on personnel perceptions of climate and identifies potential interventions specifically for the climate factors that hinder a school’s effectiveness. The instrument surveys faculty and is intended to be administered in a group setting over a 20-minute period. The measured constructs are order, leadership, environment, involvement, instruction, expectations, and collaboration.

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.

This revised version of the School Climate Measure (SCM) is a 42-item measure comprised of 10 subscales, all rated on a 5-point Likert scale. An additional 2 subscales, Parental Involvement and Opportunities for Student Engagement, have been added to the original 8 subscales (Positive Student-Teacher Relationships, School Connectedness, Academic Support, Order and Discipline, Physical Environment, Social Environment, Perceived Exclusion, and Academic Satisfaction) from the first version of the SCM.

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 School Climate Survey (SCS), comprised of 40 question items, is utilized to assess children‘s perceptions of the quality of their school‘s climate by measuring the prevalence of behaviors within the school that correspond to specific interpersonal and intrapersonal character traits. All items are responded too using a five-point Likert scale ranging from 1 (never) to 5 (almost always).

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.

Excerpted Description: Tennessee has created an infrastructure for measuring school climate through the construction of reliable and validated survey measurement tools that are custom designed with stakeholder input from students, parents and educators in Tennessee. The survey measurement tools include:  High School Survey, Middle School Survey, Elementary School Survey, Teacher Survey, and Parent Survey. All surveys are built on the same matrix which measures school experience in the three broad areas of (1) engagement (2) safety and (3) environment. This allows for comparison among student, parent and teacher surveys for a school. School level data can be aggregated to develop district level reports.

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 School Climate Walkthrough is a web-based tool for secondary schools where students spend 15 minutes in the morning and afternoon assessing their school climate. It provides instant scoring and a digital report on nine domains, including safety, relationships, and respect for diversity. Results are automatically displayed and easily interpreted by students. The tool also offers interactive features to explore scores and identify disparities among demographic groups. It supports students, educators, and leaders in initiating positive changes, with aligned project ideas and actionable steps from the inspirED resource libraries.

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.

School Connectedness Scale assesses the degree to which students agree that at their school they feel close to people, happy, a part of the school, safe, and treated fairly.

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 School Implementation Climate Scale (SICS) assesses the school’s climate with regard to the strategic implementation of evidence-based practices (EBP). The scale examines seven constructs: focus on EBP, educational support for EBP, recognition for EBP, rewards for EBP, use of data to support EBP, existing supports to deliver EBP, and integration of EBP. SICS items are Likert-scale ranging from 0 (“not at all”) to 4 ("very great extent").

The School Motivation and Learning Strategies Inventory (SMALSI) Child Form measure assesses learning strategies and can be used by educators to identify strengths and weaknesses and administer appropriate interventions Subscore(s): There are nine subscores: (1) Study strategies, (2) Note taking/Listening skills, (3) Reading/Comprehension strategies, (4) Writing/Research skills, (5) Test-taking strategies, (6) Organizational techniques/Time management, (7) Low academic motivation, (8) Test anxiety, (9) Concentration difficulty

The School Motivation and Learning Strategies Inventory (SMALSI) Teen Form assesses learning strategies and can be used by educators to identify strengths and weaknesses and administer appropriate interventions. Subscore(s): Study strategies, Note taking/Listening skills, Reading/Comprehension strategies, Writing/Research skills, Test-taking strategies, Organizational techniques, Time management, Low academic motivation, Test anxiety, Concentration difficulty

The School Motivation Questionnaire (SMQ) measures motivation orientations in children. Subscore(s): There are eight subscores: Mastery orientation, Intrinsic motivation, Cooperative orientation, Individual orientation, Ego orientation, Competition orientation, Orientation to approach success, Orientation to avoid failure

The School Social Behavior Scales (SSBS) are sold by Brookes Publishing and measure social competence and antisocial behavior (with 32 items measuring each). They are filled out by teachers and evaluated by psychologists, and are meant to be accompanied by the Home & Community Social Behavior Scales (HCSBS)--to be completed by a parent or other adult the student knows well--for a complete assessment. Subscore(s): Social competence: Peer relations,Compliance, Academic behavior, Antisocial behavior: Hostile/Irritable, Anti-social/Aggressive, Defiant/Disruptive

The Science Capital Questionnaire is a student survey that measures young people’s access to and engagement with science-related resources, experiences, and networks. Developed by Archer and colleagues in 2015, the questionnaire assesses “science capital,” which includes science-related knowledge, attitudes, qualifications, family support, and social connections that can shape students’ participation in science.

The Science Instructional Practices Survey Instrument (SIPS) is a teacher survey designed to measure classroom instructional practices aligned with the vision of the Next Generation Science Standards (NGSS) and related reform efforts. Developed in response to the need for a more comprehensive and updated measure of science instruction, SIPS captures a broad range of practices.

The Science Interest and Classroom Culture Survey is a teacher questionnaire that measures beliefs, preparedness, and instructional practices related to science instruction and classroom culture. Developed by Singelton and colleagues in 2023, the survey focuses on how teachers are enacting instructional shifts aligned with the Next Generation Science Standards, especially in classrooms that include multilingual learners.

The Sedlacek Noncognitive Questionnaire (NCQ) assesses eight aspects of experiential and contextual intelligence. It was designed to provide information that could be used by advisors to work with students developmentally. Subscore(s): There are eight subscores: Positive self-concept, Realistic self-appraisal, Understands and knows how to handle racism, Long-range goals, Strong support person, Leadership, Community, Nontraditional knowledge acquired

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 Social and Emotional Learning Program Quality Assessment (SEL PQA) is an efficient and effective, research-validated observational tool for assessing adult youth leader practices that support social and emotional learning. Intended to be used for programs serving young people in grades K-12, the instrument builds on the research-validated Youth PQA and over ten years of observational measure development. It also incorporates insights from the SEL Challenge, an initiative dedicated to developing exemplary practices to support social and emotional learning in young people.

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.