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Curricular changes that promote undergraduate persistence in science, technology, engineering, and mathematics (STEM) disciplines are likely associated with particular student psychological outcomes, and tools are needed that effectively assess these developments. Here, we describe the theoretical basis, psychometric properties, and predictive abilities of the Persistence in the Sciences (PITS) assessment survey designed to measure these in course-based research experiences (CREs). The survey is constructed from existing psychological assessment instruments, incorporating a six-factor structure consisting of project ownership (emotion and content), self-efficacy, science identity, scientific community values, and networking, and is supported by a partial confirmatory factor analysis. The survey has strong internal consistency (Cronbach’s alpha: α = 0.96) and was validated using standard simple and multiple …