本研究主要探討12名國小高年級一般智能資賦優異學生的生活壓力（如學校、家庭、社區與個人）及其因應策略。本研究採取質性研究中的個別深度訪談來蒐集和分析資料。結果發現：1.資優學生主觀知覺學校生活壓力包括課業學習、行為常規、人際關係、他人期望及學校環境；家庭生活壓力包括課業學習、行為常規、人際關係、他人期望、家長教養及家庭環境；社區生活壓力包括社區環境、社區安全；個人生活壓力包括自我期望、自我管理（如時間管理、情緒管理）、生理問題。2.資優學生面對學校生活與社區生活壓力多數採取問題取向積極因應策略；惟面對家庭生活與個人生活壓力則多數採取情緒取向消極因應策略。本研究結果可供資優教育工作者與家長輔導資優學生之重要參考。

The purpose of this study was to examine the life stress and coping strategy of twelve intellectually gifted students in elementary school. This study employed the qualitative research as the methodology. The qualitative research was based on the way of deep interview to collect the information. The finding revealed that: (a) Intellectually gifted students perceived that life stress in school included academic learning, life rule, interpersonal relationship, others' expectation and school environment. Stress in family included academic learning, life rule, interpersonal relationship, others' expectation, parent's raising and family environment. Stress in community included community environment and community safety. Stress in oneself included self-expectation, self-management (time management、 emotion management) and physiological problems. (b) Intellectually gifted students usually used problem-focused coping strategy when he/she faced the life stress in school and community. Most of them used emotion-focused coping strategy when he/she facing the life stress in family and self. According to the above results, some suggestions were made for gifted educators and parents respectively.

國小資優學生; 生活壓力; 因應策略; 質性研究

intellectually gifted students; life stress; coping strategy; qualitative research