本研究的主要目的是探討台北市國小資賦優異兒童與普通兒童在自我槪念與焦慮程度上是否有差異存在，並探討自我槪念與焦慮的關係，希望能對資賦優異兒童的人格特質有進一步的瞭解。
在本研究中，自我槪念是以自編的「自我槪念評量表」測量出。其中包括三個量表，卽○1特質量表—探討人格特質。○2能力量表—探討能力特質。○3全量表—指特質量表和能力量表的總合而言。而每個量表均包含三個分數，卽○1現實我分數—代表個人對現實自我品評的高低。○2理想我分數—代表個人對理想形像期望的高低。○3現實我和理想我之差距分數—代表自我接受程度的高低，二者之差距小者，代表自我接受程度較高；反之，二者之差距大者，代表自我接受程度較低、另外，焦慮則是以「中國兒童顯性焦慮量表」測量出。
本研究的假設有三：(1)資賦優異兒童的自我槪念較普通兒童健全。(2) 資賦優異兒童的焦慮程度較普通兒童為低。(3)全體受試者的自我槪念與焦慮的關係成負相關。
本研究的受試者是指台北市西門及中山兩所國小五年級資賦優異班與普通班各一班的學生而言，讓他們分別接受「自我槪念評量表」與「中國兒童顯性焦慮量表」的測量，然後以t值來考驗前兩個假設，以積差相關所求得的相關係數來考驗第三個假設。考驗假設的結果，三個假設均被接受，且大部分達統計上之顯著水準。卽資優兒童自我槪念較普通兒童健全，焦慮程度較普通兒童為低，且全體受試者之自我槪念與焦慮的關係成負相關。唯獨理想我的評量結果未達預期的效果，可能是受個別差異及社會讚許的影響。本研究中的自我槪念主要指「自我接受程度」而言，卽現實我與理想我的差距小者，代表自我接受程度較高，自我槪念較健全；反之，現實我與理想我的差距大者，代表自我接受程度較低，自我槪念較不健全。對於考驗假設的結果及理想我何以未達預期的效果，本研究將予以討論與解釋，作成結論，並加以檢討及提出進一步研究的建議，以供資賦優異兒童教育作為參考。

一、中文部分
李克明：國小學生測試行為與課堂測驗之關係。國立政治大學教育研究所，碩士論文，民六二。
2.李序僧：人格心理學。台北，台灣書店，民五七。
3.林清山：心理與教育統計學。台北，東華書局，民六四。
4.孫沛德：天才兒童教育。台北，文景出版社、民五九。
5.郭生玉：國中低成就學生心理特質之分析研究、國立師範大學教育研究所，碩士論文，民六一。
6.郭為藩，自我心理學。台南，開山書店，民六一。
7.郭為藩，陳榮華等：特殊兒童心理與教育。台北，中國行為科學研究社，民六四。
8.黃瑞煥：才賦優異兒童自我槪念與情緒穩定性之研究，國立師範大學教育研究所，碩士論文，民六一。
9.商惠芬：錄影反饋和錄音反饋在諮商過程中對個案自我槪念的影響。國立政治大學教育研究所碩士論文，民六四。
10.楊國樞，張春興：中國兒童行為之發展。台北，環宇出版社，民六三。
11.賈馥茗：自知與大學生活之調適，師大學報，第十三期，民五七。
12.蔡福珍：特殊教育。台北，商務印書館，民六四。
13.劉思量：教師評語對於學生自我槪念和學業成就之影響。國立政治大學教育研究所，碩士論文，民六二。
14.劉燦樑：行為治療中電擊與靜電按摩的交互運用對減低，焦慮行為的效果。國立政治大學教育研究所，碩士論文，民六四。

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