本研究為了解國中普通及資優學生自主學習之現況，並透過不同背景變項來分析普通及資優學生在自主學習現況的差異情形。
本研究採用問卷調查法來收集資料，係以自編之「國中學生自主學習問卷」為研究工具。以北、中、南七縣市普通及資優學生為研究對象，共得普通學生247份、資優學生174份。研究結果運用SPSS統計軟體23版進行描述統計、t檢定、單因子變異數分析等統計方法，獲知以下結論：
一、國中普通學生在自主學習內部因素平均值3.55，而在自主學習外部因素中平均值3.70，兩者皆屬於大部分符合到尚可之間，而普通學生外部與內部因素各層面相關皆達顯著。
二、國中資優學生在自主學習內部因素平均值3.82，而在自主學習外部因素平均值為3.92，兩者皆屬於大部分符合到尚可之間，而資優學生外部與內部因素各層面相關皆達顯著。
三、不同性別國中生於自主學習內在個人因素的技巧，及外在環境因素的師長支持皆有達顯著差異。不同學業成就程度國中學生於自主學習內在個人因素的動機、能力、個人技巧，以及外在環境因素的正向氛圍、師長支持、學習調整皆有顯著差異。
四、普通與資優學生於自主學習內在個人因素的動機、能力、個人技巧，以及外在環境因素的正向氛圍、師長支持、學習調整皆有顯著差異。
五、不同性別、類別、獨立研究經驗之國中資優學生自主學習的內外在因素皆無統計上的顯著差異。
統合上述結果，針對整體教育、資優教育及後續研究提出相關建議。

關鍵字：自主學習、資優學生、自我導向學習、自我調整學習

The purpose of the study was to understand the current situations of regular students’ and gifted students’ autonomous learning in Taiwan. With different background variables, the differences in regular students’ and gifted students’ autonomous learning were analyzed.
Autonomous Learning Questionnaire for Junior High School Students, a questionnaire, was designed for obtaining the data. There were regular students and gifted students from northern, middle, and southern Taiwan chosen as participants. There were 247 valid questionnaires from regular students and 174 valid questionnaires from gifted students. The data were analyzed through statistical methods of descriptive statistics, t-test, one-way ANOVA. The results of the study were as follows,
1.Regular students got an average of 3.55 in intrinsic factors of self-learning and an average of 3.70 in extrinsic factors of self-learning, showing their current autonomous learning situations are most in line with the description. As for the correlation, there were significant correlations between all aspects of autonomous learning’s intrinsic and extrinsic factors.
2.Gifted students got an average of 3.82 in intrinsic factors of autonomous learning and an average of 3.92 in extrinsic factors of autonomous learning, showing their current autonomous learning situations are most in line with the description. As for the correlation, there were significant correlations between all aspects of autonomous learning’s intrinsic and extrinsic factors.
3.Between different genders, there were significant differences in “strategy” and “teachers’ support”. As for different levels of academic performances, there were significant differences in “motivation”; “competence”; “strategy”; “positive atmosphere”; “teachers’ support”; and “learning adjustment.”
4.Between regular and gifted students, there were significant differences in “motivation”; “competence”; “strategy”; “positive atmosphere”; “teachers’ support”; and “learning adjustment.”
5.Between all background variables, there were no significant differences in all aspects of gifted students’autonomous learning.
Following the results, some suggestions for general education, gifted education, and future researchers were offered.

Keywords: Autonomous learning, Gifted students, Self-directed learning, Self-regulated learning

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