Further, the STEM Common Measurement System will
include core items for each component of academic identity
and motivational resilience, and also offer a ‘menu’ of additional
items for each component that individual programs can use to
conduct a deeper investigation of the impacts of specific
interventions. For example, if a program is working explicitly
on the academic engagement component of motivational
resilience they will be able to administer not only the core
items survey that already contains items associated with
academic engagement, but will also be able to add more items
to further measure that component. Skinner, Chi, and LEAG
(2012) found that, although academic identity and motivational
resilience are multi-dimensional constructs, the ‘‘dimensions
were sufficiently inter-correlated to allow the creation of
aggregated measures with satisfactory internal consistencies’’
(p. 31) and convergent validity. These authors’ findings indicate
that brief measures like the core items proposed for the STEM
Common Measurement System can be used as reliable and valid
measures of student academic identity and motivational
resilience. Further, this particular study was conducted in an
informal education setting, which indicates that these measures
should work across the diverse contexts of the partnership
(Skinner et al., 2012).