本研究旨在探討不同背景變項（組別、年級、性別）學生、不同安置方式資優生生活壓力與因應策略的差異及不同生活壓力感受程度學生因應策略的差異。本研究採取問卷調查法，研究對象為台北縣市五到九年級共1044位學生，包括518位資優生與526位普通生。研究工具為自編之「學生生活壓力與因應策略量表」，資料分析採t考驗、單因子與三因子變異數分析，研究結果如下：
一、在學生生活壓力現況方面，全體學生生活壓力感受輕微，壓力最高者為個人自我期許壓力，壓力最低者為同儕關係壓力。在學生生活壓力之比較方面，資優生在學校課業、課外學習、親子關係及個人健康四層面的壓力感受低於普通生；國中學生在學校課業、個人健康及個人自我期許三層面的壓力感受高於國小學生；女生在學校課業、個人健康及個人自我期許三層面的壓力感受高於男生；而在師生關係壓力方面，組別與年級有交互作用。
二、在學生因應策略現況方面，全體學生因應策略使用頻率最高為問題解決與情緒調適策略，其次是擱置問題策略，最低為情緒發洩與尋求社會支持策略。在學生因應策略現況之比較方面，資優生的因應策略與普通生沒有差異；不同年級學生的因應策略沒有差異；女生在情緒發洩與社會支持策略的使用頻率高於男生，在擱置問題策略的使用頻率低於男生；而在問題解決與擱置問題策略方面，組別與年級有交互作用。
三、集中式資優生在學校課業、課外學習與個人自我期許壓力的感受高於分散式資優生；兩組學生的因應策略沒有差異。
四、不同生活壓力感受程度學生的因應策略有差異，高壓組學生在情緒發洩與擱置問題策略的使用頻率高於中壓組，中壓組又高於低壓組；而低壓組學生在情緒調適策略的使用頻率高於中壓組與高壓組。

The purposes of this study were to (a) find out the differences in life stress and coping strategies with respect to students of different background variables (groups, grades and sex), (b) compare the differences in life stress and coping strategies of gifted students with different types of placement, (c) investigate the differences in coping strategies of students with different levels of life stress. A self-made Questionnaire “Life Stress and Coping Strategies of Students Scale” was adopted in this study. Subjects consisted of 1044 students including 518 gifted and 526 regular students from fifth to ninth grades in elementary and junior hight schools in Taipei area. The collected data were analyzed by t-test, one-way and three-way ANOVA. The main findings were as follows:
On the aspect of student life stress, the overall life stress of all students was at a slight level. Among various types of life stress, “Individual Self-expectation Stress” was the highest one and “Peer Relationships Stress” was the lowest one. Gifted students were lower than regular students in “School Academic Stress”, ” Cram School Stress”, “Parent-child Relationship Stress” and “Individual Health Stress”. Junior high school students were higher than elementary school students in “School Academic Stress”, “Individual Health Stress” and “Individual Self-expectation Stress”. Female students were higher than male students in “School Academic Stress”, “Individual Health Stress” and “Individual Self-expectation Stress”. There were interaction between groups and grades on “Teacher-Student Relationship Stress”.
On the aspect of coping strategies, the most frequently used coping strategies by all students were “Solving Problem Strategies” and “Emotional Adaptation Strategies”. The next was “Temporary-tabling Strategies”. The least frequently used ones were “Emotional Venting Strategies” and ”Seeking Social Support Strategies”. There were no significant differences in coping strategies between gifted and regular students and between elementary and junior high school students. Female students used more “Emotional Venting Strategies” and “Seeking Social Support Strategies”, but used less “Temporary-tabling Strategies” than male students did. There were interactions between groups and grades on “Solving Problem Strategies” and “Temporary-tabling Strategies”.
Gifted students on self-contained programs had higher stress than those on pull-out programs in “School Academic Stress”, ” Cram School Stress”, and “Individual Self-expectation Stress”. But no significant differences were found in coping strategies in these two groups.
There were differences in coping strategies from students with different levels of life stress. Studends in the high-stress group used “Emotional Venting Strategies” and “Temporary-tabling Strategies” more frequently than those in mid-stress group which again has a higher frequency than the low-stress group. Students in low-stress group used more frequently than those in mid and high-stress groups in ” Emotional Adaptation Strategies”.

中文部分
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