本研究旨在採用Husman與Shell（2008）的理論內涵來發展適用於臺灣小學生的「未來時間觀量表」。該量表分成四個分量表，包括：倉促性、延伸性、價值性及連結性。預試以分層便利抽樣抽取239人，經過項目分析、探索性因素分析及信度分析後，形成正式量表27題。正式樣本涵蓋全臺灣北、中、南、東四區域的小學四至六年級，依照各地區小學生在全國的比例，共抽樣十一間小學，人數計1,136位學生。結果發現，本量表重測信度為.77~.95，而Cronbach's α係數為.74~.85，顯示本量表的穩定性佳、內部一致性良好。建構效度部分，各項整體適配度指標均達到標準，顯示本量表整體模式適配情形頗為理想。再以「國中小學習動機量表」為效標，發現具良好之同時效度。並從文獻回顧後，針對年級、社經地位、管教方式、課後才藝來進行考驗，以提供效度關聯的支持證據。研究結果發現，年級愈高、社經地位中上、父親民主管教、從事體育、藝能等才藝學習之背景變項的小學生，其未來時間觀表現狀況較佳。此外，本量表採直譯及回譯比對的嚴謹程序，具有價值性和應用性，未來可提供跨文化的比較，並提供家庭、學校以及教育研究上的具體建議，以做為後續教育及未來研究的參考。
The purpose of the study was to examine the reliability and validity of the Chineseversion ＂Future time perspective scale＂. Four factors were derived from the final 27-items through item analysis and exploratory factor analysis, and reliability analysis via 239 participants by using purposive sampling in the pretest. Then, the researchers used another 1,136 participants by using stratified convenience sampling method to conduct confirmatory factor analysis and criterion-related validity. Reliability results for the future time perspective subscales were impressive, with the Cronbach's α coefficients ranging from .74 to .85, and the test-retest reliabilities from .77 to .95. The four factors showed good composite reliability and average variance extracted. The study also employed learning motivation scale for primary and junior high school students, which were criterions. Regarding the analysis of background variables, it was shown that the students who have higher grade, middle and upper socioeconomic status, democratic discipline of parents, engage in sports learning, outperformed the ones who don't. The semantic equivalence between the original English version and the translated Chinese version was examined by using forward and backward translation. The findings will provide cross-cultural comparison and concrete suggestions on education of school and family were also provided for future researches.
