1. Measure approach frequency and initiation rates A) Attractive individuals receive unsolicited approaches, conversations, and proximity from opposite and same sex peers at higher rates in school hallways, classrooms, and public spaces B) Average individuals experience occasional approaches limited to familiar groups or structured settings C) Unattractive individuals show near-zero spontaneous initiation from others and must start most interactions themselves
2. Track eye contact duration and frequency A) Attractive targets draw prolonged mutual or lingering glances, repeated looks from distance, and quick head turns when entering rooms B) Average targets receive neutral brief glances consistent with normal social scanning C) Unattractive targets elicit averted gazes, shortened looks, or deliberate avoidance of visual contact
3. Quantify physical proximity and seating choices A) Attractive individuals have others deliberately sit near them, lean in during talk, and maintain closer personal space without request B) Average individuals occupy neutral mid-range distances matching group norms C) Unattractive individuals experience expanded personal space, empty adjacent seats, and others shifting away when possible
4. Record verbal and nonverbal engagement intensity A) Attractive individuals generate longer conversations, more questions directed at them, laughter, and affirmative body language such as open posture and smiling from listeners B) Average individuals receive standard polite engagement that ends at natural topic closure C) Unattractive individuals encounter shortened replies, topic changes away from them, closed postures, and rapid disengagement
5. Assess inclusion in social groups and activities A) Attractive individuals are invited to gatherings, group projects, and informal plans at elevated rates and often become focal points of attention B) Average individuals join existing circles when space exists but are rarely the reason the group forms C) Unattractive individuals are omitted from spontaneous plans, receive last-minute or obligatory invites, or remain peripheral
6. Observe friend and peer ranking behavior A) Attractive individuals are referenced positively in third-party conversations, defended, and positioned as desirable associations by friends B) Average individuals maintain stable reciprocal friendships without special elevation or avoidance C) Unattractive individuals experience fewer reciprocal close ties, more one-sided effort, and occasional exclusion from friend-pair activities
7. Evaluate external environment signals outside school A) Attractive individuals draw service priority, free extras, prolonged helpful interactions from strangers, and higher response rates in public or online contexts B) Average individuals receive standard transactional treatment matching baseline politeness C) Unattractive individuals encounter minimal extra attention, faster service endings, and lower initiation from unknown people in public settings
8. Compile consistency across contexts for classification A) Consistent high positive signals across school, friends, and outside environments indicate attractive range B) Mixed or context-dependent moderate signals indicate average range C) Consistent low initiation, avoidance, and minimal engagement across environments indicate unattractive range
2. Track eye contact duration and frequency A) Attractive targets draw prolonged mutual or lingering glances, repeated looks from distance, and quick head turns when entering rooms B) Average targets receive neutral brief glances consistent with normal social scanning C) Unattractive targets elicit averted gazes, shortened looks, or deliberate avoidance of visual contact
3. Quantify physical proximity and seating choices A) Attractive individuals have others deliberately sit near them, lean in during talk, and maintain closer personal space without request B) Average individuals occupy neutral mid-range distances matching group norms C) Unattractive individuals experience expanded personal space, empty adjacent seats, and others shifting away when possible
4. Record verbal and nonverbal engagement intensity A) Attractive individuals generate longer conversations, more questions directed at them, laughter, and affirmative body language such as open posture and smiling from listeners B) Average individuals receive standard polite engagement that ends at natural topic closure C) Unattractive individuals encounter shortened replies, topic changes away from them, closed postures, and rapid disengagement
5. Assess inclusion in social groups and activities A) Attractive individuals are invited to gatherings, group projects, and informal plans at elevated rates and often become focal points of attention B) Average individuals join existing circles when space exists but are rarely the reason the group forms C) Unattractive individuals are omitted from spontaneous plans, receive last-minute or obligatory invites, or remain peripheral
6. Observe friend and peer ranking behavior A) Attractive individuals are referenced positively in third-party conversations, defended, and positioned as desirable associations by friends B) Average individuals maintain stable reciprocal friendships without special elevation or avoidance C) Unattractive individuals experience fewer reciprocal close ties, more one-sided effort, and occasional exclusion from friend-pair activities
7. Evaluate external environment signals outside school A) Attractive individuals draw service priority, free extras, prolonged helpful interactions from strangers, and higher response rates in public or online contexts B) Average individuals receive standard transactional treatment matching baseline politeness C) Unattractive individuals encounter minimal extra attention, faster service endings, and lower initiation from unknown people in public settings
8. Compile consistency across contexts for classification A) Consistent high positive signals across school, friends, and outside environments indicate attractive range B) Mixed or context-dependent moderate signals indicate average range C) Consistent low initiation, avoidance, and minimal engagement across environments indicate unattractive range
