本研究目的為建構「國民小學學生學業樂觀量表」，驗證量表信度、效度、複核效化恆等性，再分析現況。第一階段取樣305位學生進行項目分析、探索性因素分析與信度分析；第二階段抽取609位學生，隨機分成兩組樣本，分別進行驗證性因素分析與跨樣本的複核效化分析；第三階段，依調查結果進行現況分析與討論。研究結果發現，國民小學學生學業樂觀量表包括「師生之間的信任、學習表現的投入、學校的認同歸屬」三個潛在因素，共計12題，均具備良好的信度與效度；另以正式施測樣本進行測量恆等性考驗，結果發現不同樣本之間，以及一般地區與偏遠地區學校之間具測量恆等性。最後經實徵分析發現，國民小學學生在學業樂觀整體及各層面的表現為中上程度，不同學校區域學生在知覺學業樂觀整體與各層面有顯著差異。

The purpose of this study was to construction a academic optimism scale for elementary students, and to validate the scale by performing exploratory factor analysis, confirmatory factory analysis, cross-validation, and analysis. First, 605 students were examined using item analysis, exploratory factor analysis, and reliability analysis. Secondly, a target sample of 609 students was then randomly divided into two groups to perform confirmatory factor analysis and cross-validation. Third, a situational analysis of the survey results was conducted. This result shows that the students' academic optimism scale contains three latent factors, including the student trust in teachers, student perceptions of academic press, and student identification with school, and twelve measurement items all together, which has good reliability and validity. The measurement invariance was conducted to the test and the results discover that students from different samples, rural and non-rural areas schools have invariance of measurement. Finally, the degree of students' academic optimism is at medium high level in elementary schools, and the students of different areas have significant and different perceptions on students’ academic optimism in elementary schools.