本研究主要目的在探討一份李克量表的正反向題目敘述是否對其測驗所測行為特質的外顯行為效標產生影響。研究工具為一份「學習適應量表」。研究對象為隨機抽樣三班國中生及三班國小生作為樣本。研究結果發現：(1)正反向題本答題反應一致性，國中生比國小生高。(2)正向題本之總量表平均分數比反向題本高。此外，正反向題本總量表平均分數及標準差之差異，國小生比國中生大。(3)正向題本之α係數比反向題本之α係數高，其中國小生正反題本α係數的差異比國中生大。(4)對國小生而言，正反向題本產生測驗差異效度的問題。反向題本反而比正向題本更能有效地預測國小生在學成績（效標）。然而對國中生而言，正反向題本皆無法有效地預測在學成績。也就是說國中生較不適用「學習適應量表」去預測其在學成績。因此，本研究建議，反向題本對年幼受試者而言會比較容易產生混淆而降低一份測驗的信度，然而，正向題本又因未能有效地吸引受試者的注意力專心作答而降低測驗的效標關聯效度。

　　　　　The purpose of this research is to investigate whether negative worded items influence the test criterion-related validity for Likert scale. The "Learning Adjustment Scale" was used for this research. Three classes of elementary school students and three classes of junior high school students were randomly selected for this research. The findings are: (1)The item response consistency (Kappa consistency) between the positively and negatively worded test versions were higher for junior high school students than elementary school students. (2)The test mean scores between the positively and negatively worded test versions were significantly different. The mean scores of the positively worded test version were higher than the mean scores of the negatively worded test version. The differences of the test mean scores and standard deviations were greater for junior high school students than elementary school students. (3)The α coefficients were higher for the positive worded test version than for the negative worded test version. The differences of α coefficients between the positively and negatively worded test versions were greater for junior high school students than elementary school students. (4)The positively and negatively worded test versions resulted in different criterion-related validity for elementary students. The negatively worded test version was more precisely to predict the criterion (academic achievement/grades) than the positively worded test version. However, both the positively and negatively worded test versions had no prediction of the criterion for junior high school students. Therefore, this research suggests that negative worded items tend to result in meaning confusing for younger students and reduce the test reliability. However, positive worded items may not attract examines to pay attention to the test and reduce the test validity.