Abstract
The present study reports on the development and confirmation on a scale of classroom group structure for junior high school students. The scale measured a classroom group structure from students' consciousness in the classroom regarding how students recognized their classroom group and what feelings they had in their classroom group from its developmental perspective. In this study, the scale was developed, and then its factor structure, validity, and reliability were confirmed. Subjects consisted of 681 students (369 boys and 312 girls) of all grades at three public junior high schools in Japan. Exploratory factor analysis (maximum likelihood procedure, promax rotation) and confirmatory factor analysis supported the development of the classroom group structure scale for junior high school students. It consisted of 19 items of five factors ("a sense of belonging," "a sense of situation," "a sense of contribution," "a sense of role," and "a sense of cooperation").
