Classmate Group Attractiveness Scale Test

Students who want to understand their current class can use the Classmate Group Attractiveness Scale Test to organize that reflection. The result indicates how favorably the student experiences the social environment of the class. It is intended for students seeking a structured snapshot of their current classroom experience, not a broad personality profile.

What the Assessment Measures

Rather than measuring personality, the questionnaire examines how a student evaluates the class as a social group. It covers participation, willingness to remain in the class, relationships among students and teachers, and classmates’ attitudes toward studying. Together, these themes describe belonging, comparisons with other classes, and satisfaction.

The displayed Classmate Group Attractiveness scale runs from 5-19. Its bands are Low attractiveness (5-9), Moderate attractiveness (10-14), and High attractiveness (15-19). In this classroom social climate test, lower scores indicate a less favorable evaluation of the peer group, while higher scores indicate greater attractiveness.

The main dimensions are:

• Belonging and participation show how actively the student feels connected to class life.
• Preference for staying indicates whether the current class is experienced as preferable to transferring.
• Comparisons show how relationships among classmates and teachers, and classmates’ attitudes toward studying, are judged against other classes.

Methodology and Evidence Base

The questionnaire uses ordered self-report choices. Two items provide five options; three compare relationships or study attitudes with other classes using three options. The answers produce one displayed score, but the exact weighting is not stated, so the range alone cannot show how many points any response adds.

The single score therefore combines several aspects of one classroom perception. The closest named source is Ivashkin’s work from 1990 on class-group attractiveness. This online questionnaire is a self-report student peer group assessment, but its standardization is not documented. Its themes also overlap with GruKo4 (Schürer, van Ophuysen, and Behrmann, 2021), which provides classroom-specific context, and Seashore’s group-cohesiveness framework (1954), which offers general background on group cohesion. Neither source validates this online questionnaire.

Interpret the result as a current perception of the student’s peer environment. Recent conflicts, teacher relationships, participation opportunities, or changing expectations may influence it, while mood, self-awareness, and response bias can affect self-report. This online version has no documented norms, reliability estimates, or independent validation, so the score reflects classroom experience without assessing the whole class.