With an increasing focus on science, technology, engineering, and mathematics (STEM) education around the world, affective STEM learning is widely acknowledged as a key factor in influencing students’ thinking, learning, and behavior. This article presents a systematic review of existing instruments that measure various elements of affective learning in STEM domains among students in elementary through postsecondary contexts. We provide an overview of valid and reliable survey instruments measuring attitudes, self-efficacy, interest, motivation, and identity. This review includes modifications and translations that will be useful to an international audience, and we discuss key considerations for selecting an appropriate instrument.
