The partnership will use student self-report and teacher-
report surveys to measure academic identity and motivational
resilience (Skinner et al., 2009). Motivational resilience
includes a set of items tapping engagement, adapted from
Skinner et al. (2009), who found that the two assessment
instruments (student self-report survey and teacher report
survey) were moderately correlated; however, students
tended to report higher levels of behavioral engagement
and teachers tended to report lower levels of emotional
engagement. In addition, coping items were adapted from a
survey instrument structure that employs survey scales that
include ‘‘stems,’’ which describe the stressful academic
situation, and ‘‘items,’’ which describe the children’s coping
responses (Skinner, Pitzer, & Steele, 2013; Skinner & Wellborn,
1997). The combination of these two assessment instruments
will create indicators of student’s academic identity and
motivational resilience that balance the limitations of either
instrument in isolation.