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The purpose of this study is to develop an inventory to classify task commitment types of sciencelearning and to classify highschool students' task commitment types. Firstly, inventory questions were designedfollowing the literature analysis on the task commitment components which involve self confidence, high goalsetting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test.Through these steps, final inventory was input to 462 high school students and underwent the factor analysis andcluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventoryquestions. In order to find how many clusters exist, factors of developed inventory became new variables. Eachfactor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extractedfive clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule anddendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclideandistance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this studyis expected to be used to identify student commitment types and assess the effectiveness of task commitmentenhancement programs. Key words: task commitment type, inventory development, science learning, cluster analysis, highschool student Korea National University of Educcation

Development of An Inventory to Classify Task Commitment Type in Science Learning and Its Application to Classify Students' Types