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Classmate Group Attractiveness Scale

Classmate Group Attractiveness Scale Test

See how a student feels connected to classmates in about 1 minute. Five quick items highlight social support, possible isolation, and emerging leaders to guide timely classroom support.

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Questions: 51 minute

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08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

20205 views

2414 completions

1957 likes

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How the Scales are Structured

example score

9/19

Classmate Group Attractiveness (CGA)

Measures how attractive and socially supportive the student perceives their class peer group to be.

Low attractiveness

Moderate attractiveness

High attractiveness

5 – 9: Low attractiveness | 10 – 14: Moderate attractiveness | 15 – 19: High attractiveness

A score of 9 falls in the Low attractiveness range, suggesting the student currently experiences limited comfort or support within the class peer group.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists and counselors

41%OF USERS

They use it to quickly spot social isolation, conflict risks, and informal leaders to plan support in the class.

Classroom teachers

34%OF USERS

They take it to understand class dynamics and adjust seating, group work, and interventions to improve the climate.

Parents of schoolchildren

25%OF USERS

They use it when they suspect their child is struggling socially and want a clearer picture to discuss with the school.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
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Statistical
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Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Attractiveness of a Classmate Group (AoaCG)

Average

10.7

Normal range

8.2 — 13.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this questionnaire measure?

It measures perceived social acceptance and comfort within a class peer group. Results indicate relative levels of peer preference and social support.

How is the questionnaire completed?

Participants rate classmates using the provided response options for five items. Ratings should reflect typical interactions in the class setting.

How long does it take to complete?

Completion time is about one minute. The questionnaire contains five items.

How should results be interpreted?

Higher scores suggest stronger peer acceptance and cohesion, while lower scores suggest possible social distance or limited support. Results should be reviewed alongside other observations and information.

What if a participant does not know a classmate well enough to rate them?

Use the response option that best matches limited contact or uncertainty, if available. If no such option is provided, provide the most neutral rating based on available experience.

WHAT THE TEST MEASURES

About This Assessment

Classmate Group Attractiveness Scale Test

class climate

In school settings, it can be helpful to understand how a student perceives their connection to classmates. The Classmate Group Attractiveness Scale is a brief self-report measure intended to assess a student’s perceived comfort, belonging, and social support within the classroom peer group.

The measure includes 5 items and typically takes about 1 minutes to complete. Developed by Jacob L. Moreno, the Classmate Group Attractiveness Scale may be used as a screening tool to inform classroom climate monitoring and to identify students who may experience peer disconnection or limited perceived support, warranting follow-up assessment or targeted supports.

Author: Jacob L. Moreno

Literature: Harter, S. The self-perception profile for children: Manual and questionnaires. University of Denver. 1985.

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