目的：本研究旨在建立Weyn等人(2022)編製之21項高敏感兒童量表(HSC-21)的中文版本，並驗證其在臺灣9-12歲學童中的適用性，以建立具臺灣本土效度之高敏感兒童量表。
方法：
一、樣本收集：採問卷調查法、立意取樣，招募北、中、南地區國小三至六年級學童(9-12歲)及其家長共126對。
二、資料分析採用：(1)以驗證式因素分析檢驗HSC-21二因素模型適配度；(2)以項目分析、內部一致性分析、探索式因素分析進行題目信度與效度檢驗；(3)以兒童氣質量表（反應閾、趨避性、情緒強度）為校標，檢驗校標關聯度。
三、量表建立：高敏感兒童量表(HSC-17)總分之內部一致性.839 (>.80)，各分量表內部一致性介於.717至.783之間。整體因素結構支持三因素結構：易興奮性(EOE)、感知敏銳性(AES)以及低感覺閾質(LST)。
結果：(1)透過驗證式因素檢驗HSC-21，結果顯示模型不適配(χ2/df = 2.309; CFI = .683, TLI = .646, RMSEA = .102)。透過項目分析及探索性因素分析中發現特定題項因素負荷量不足，故刪除4題後形成17題版本(HSC-17)；(2)高敏感兒童量表(HSC-17)在臺灣的應用具有良好的信效度。量表呈現一個總體敏感性及三因素結構：易興奮性(EOE)、感知敏銳性(AES)和低感覺閾質(LST)；(3)感知敏銳性(AES)因素結構在跨文化研究中展現穩定性；(4)高敏感特質與傳統氣質特徵（反應閾、趨避性、情緒反應強度）間未呈現顯著相關，顯示高敏感特質可能是一個獨特的心理構念。
結論：(1)未來可採用多元評估方式或進行跨領域研究，並探討高敏感特質與其他心理變項的關係，以提升測量效度及發展適切的輔導策略；(2)實務上，建議教育工作者及家長應調整環境刺激、建立穩定的互動模式，並發展文化適切的輔導策略，以支持高敏感兒童的發展。

Purpose: This study aims to establish a Chinese version of the 21-item Highly Sensitive Child Scale (HSC-21) developed by Weyn et al. (2022) and validate its applicability among 9-12-year-old students in Taiwan, with the goal of developing a culturally valid highly sensitive child scale for the Taiwanese context.

Methods:
1. Sample Collection: Using questionnaire survey method and purposive sampling, 126 pairs of elementary school students (grades 3-6, ages 9-12) and their parents were recruited from northern, central, and southern regions of Taiwan.

2. Data Analysis: (1) Confirmatory factor analysis was used to examine the model fit of HSC-21's two-factor model; (2) Item analysis, internal consistency analysis, and exploratory factor analysis were conducted to test item reliability and validity; (3) The Temperament Assessment Battery for Children (Threshold of responsiveness, Approach/withdrawal, Intensity of reaction) was used as criteria to examine criterion-related validity.

3. Scale Development: The Highly Sensitive Child Scale (HSC-17) showed an internal consistency of .839 (>.80) for the total score, with subscale internal consistencies ranging from .717 to .783. The overall factor structure supported a three-factor structure: Ease of Excitation (EOE), Aesthetic Sensitivity (AES), and Low Sensory Threshold (LST).

Results: (1) Confirmatory factor analysis of HSC-21 showed poor model fit (χ2/df = 2.309; CFI = .683, TLI = .646, RMSEA = .102). Item analysis and exploratory factor analysis revealed insufficient factor loadings for specific items, leading to the removal of 4 items to form a 17-item version (HSC-17). (2) The HSC-17 demonstrated good reliability and validity for use in Taiwan. The scale showed an overall sensitivity factor and three subfactors: Ease of Excitation (EOE), Aesthetic Sensitivity (AES), and Low Sensory Threshold (LST). (3) The Aesthetic Sensitivity (AES) factor structure showed stability across cultural studies. (4) High sensitivity traits showed no significant correlation with traditional temperament characteristics (Threshold of responsiveness, Approach/withdrawal, Intensity of reaction), suggesting that high sensitivity might be a distinct psychological construct.
Conclusion: (1) Future research should employ diverse assessment methods or conduct interdisciplinary studies, and explore relationships between high sensitivity traits and other psychological variables to enhance measurement validity and develop appropriate guidance strategies. (2) In practice, educators and parents should adjust environmental stimuli, establish stable interaction patterns, and develop culturally appropriate guidance strategies to support highly sensitive children's development.

中文部分
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