本研究採質性研究法，旨在探究資優生自我調整學習（SRL）策略的使用情形、習得來源與階段，以及進行科展時SRL策略運用與心流經驗的表現情況。研究參與者為台中市國中二年級資優生，研究者以半結構式深度訪談進行研究。在「自我調整學習訪談題綱」部分共有16位學生參與，並接續以「進行科展時策略運用與心流經驗訪談題綱」訪談15位參與科展研究的學生，瞭解其SRL策略運用與心流經驗的實際表現情況，最後輔以非干擾性測量作為補充及驗證。本研究以分析歸納法進行資料分析，透過協同編碼、同儕簡報、同儕審核與研究參與者檢核等方式確保研究可信性、符合研究倫理。本研究主要結果如下：
一、 資優生在自SRL策略的使用上以「尋求社會援助」、「記錄與監控」、「自我評估」、「目標設定與計畫」為主；使用頻率較低的策略為「複習紀錄」、「自我獎懲」。
二、 資優生在策略習得來源上以「個人經驗」為主，較少提到的策略來源是「同儕」與「手足」;「國小」為主要習得策略的階段。
三、 進行科展時，影響資優學生正負向感受的主要因素為「成就感」與「同儕關係」。
四、 資優生的SRL策略在科展上運用比例最高是「尋求社會援助」，接續是「尋求資訊」、「目標設定與計畫」、「自我評估」，而運用最少的策略仍為「自我獎懲」。
五、 資優生進行科展時的心流經驗，最常被提到的是「挑戰與能力適配」、「明確的目標」、「時間感改變」、「自發性經驗」，在「潛在的操控感」、「知行合一」的經驗較少。
六、 進行科展時運用策略頻率高的資優生，在陳述心流經驗的感受也較佳。

This qualitative study aimed to explore the use of self-regulated learning (SRL) strategies, sources and stages of acquisition, as well as the use of SRL strategies and flow experiences during science fairs in gifted students. The participants of this study were students from the second grade of a public junior high school in Taichung city. The research, in which 16 students participated for the “Self-Regulated Learning Interview Schedules (SRLIS)” section, and 15 students for the “Use of SRL Strategies and Flow Experiences During Science Fairs” section, was based on in-depth semi-structured interviews targeted at understanding the actual performance of SRL strategies and flow experiences, and combined with unobtrusive measures for supplementation and verification of the data. This study adopted the analytic induction method for data analysis. In line with research ethics, collaborative coding, peer debriefings, peer reviews, member checks, were used to ensure the credibility of the results. The main findings are the following:
1. “Seeking social assistance”, “keeping records and monitoring”, “self-evaluation”, and “goal-setting and planning” are the main SRL strategies used by gifted students; “Reviewing records “ and “ Self-consequences” strategies are used infrequently.
2. The main source of strategies are “personal experiences”, “peers” and “siblings” are rarely mentioned as sources; “elementary school” is the main stage at which SRL strategies are acquired.
3. During science fairs, “sense of achievement” and “peer relationships” are the main factors affecting both positive and negative feelings of gifted students.
4. Also during science fairs, “seeking social assistance” is the most frequently used SRL strategy, followed by “seeking information”, “goal-setting and planning” and “self-evaluation”; the strategy least used is “self-consequences”.
5. The most frequently mentioned flow experiences during science fairs mentioned by gifted students are: “challenge-skills balance”, “clear goals”, “altered sense of time” and “autotelic experiences”; infrequently mentioned experiences are: “sense of potential control” and “action-awareness merging”.
6. Gifted students who frequently use SRL strategies while participating in science fairs, also indicate better feelings of flow experiences.

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