本研究為了解臺北市國小資優學生父母教養方式與自主學習之現況，並透過不同背景變項來分析國小資優學生父母教養方式與自主學習之差異情形，進一步了解父母教養方式對於自主學習的相關性與預測力。
本研究採用問卷調查法，以臺北市國小資優學生為研究對象，共得334份。研究結果運用SPSS統計軟體23版進行描述統計、獨立樣本t檢定、單因子變異數分析、卡方檢定、皮爾森積差相關與迴歸分析，得以下結論：
一、國小資優學生知覺其父母教養方式，最多為「寬容放任型」，最少為「忽視冷漠型」。
二、國小資優學生自主學習能力中，「自我監控與規劃」、「自我增強與堅持」、「自我評估與修正」為中高程度，「尋求協助與支持」為高程度。
三、國小資優學生知覺其父母教養方式因年級、出生序不同而有顯著差異。
四、國小資優學生自主學習能力中，「自我監控與規劃」、「自我增強與堅持」、「自我評估與修正」在性別與學習成就變項上有顯著差異。
五、國小資優學生不同父母教養方式與自主學習能力達顯著差異，父母採「開明權威」方式的國小資優學生有較佳的自主學習能力。
六、父母回應與自主學習有顯著正相關，父母要求與父母回應均和自主學習能力有顯著預測力。
七、父母回應與自主學習能力各構面均有顯著正相關，同時也具有顯著預測力。
八、「開明權威_忽視冷漠對照組」與「寬鬆放任_忽視冷漠對照組」之父母教養方式對國小資優學生自主學習能力具有預測力。
綜合上述結果，針對父母教養方式、自主學習能力與後續研究提出相關建議。

This study aims to understand the current situation of parental parenting styles and autonomous learning of gifted elementary school students in Taipei City, and to analyze the differences between parental parenting styles and autonomous learning of gifted elementary school students through different background variables, and to further understand the impact of parental parenting styles on autonomy. The relevance and predictive power of learning.
This study adopted the questionnaire survey method, taking gifted students from elementary schools in Taipei City as the research object, and obtained a total of 334 responses. The research results were analyzed using SPSS statistical software version 23 for descriptive statistics, t-test, one-way ANOVA, and the following conclusions were reached:
1.Gifted students in elementary schools perceive that their parents’ parenting style is at most “permissive and laissez-faire” and at least “negligent and indifferent”.
2.Among the independent learning abilities of gifted students in elementary schools, "self-monitoring and planning", "self-enhancement and persistence", and "self-evaluation and correction" are at a medium to high level, and "seeking assistance and support" is at a high level.
3.Gifted students in elementary schools perceive that their parenting styles are significantly different depending on grade and birth order.
4.Among the independent learning abilities of gifted elementary school students, "self-monitoring and planning," "self-enhancement and persistence," and "self-evaluation and correction" have significant differences in gender and academic achievement variables.
5.There are significant differences in the parenting styles and independent learning abilities of gifted students in elementary schools. Gifted students in elementary schools whose parents adopt an "enlightened and authoritative" approach have better independent learning abilities.
6.Parental response has a significant positive correlation with independent learning, and both parental requirements and parental response have significant predictive power with independent learning ability.
7.There is a significant positive correlation between parental response and all aspects of independent learning ability, and it also has significant predictive power.
8.The parenting styles of "enlightened authority ignoring and indifference control group" and "lax and laissez-faire_ignoring and indifference control group" have predictive power on the independent learning ability of gifted students in elementary schools.
Based on the above results, relevant suggestions are put forward regarding parenting styles, independent learning abilities and follow-up research.

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