本研究主要目的為了解國小五年級特殊才能資優學生的工作承諾，並比較不同社經地位特殊才能資優學生工作承諾的差異，以及探討父母教育態度、教師教育態度及自我觀念等相關因素與特殊才能資優生學工作承諾之關係。
本研究採用問卷調查法，研究對象包括台北市六所國民小學五年級特殊才能資優學生，共計158名。主要研究工具為「兒童自我態度量表」及研究者自編之「工作承諾量表」、「父母教育態度量表」與「教師教育態度量表」，並調查學生家庭社經地位。施測結果以單因子變異數分析、積差相關、多元逐步迴歸分析等統計方法進行假設考驗。
本研究主要發現如下：
一、國小五年級特殊才能資優學生之工作承諾相當積極。
二、國小五年級特殊才能資優學生之工作承諾，不因社經地位而有差異。
三、音樂資優學生之父母教育態度、自我觀念與工作承諾有顯著的正相關，且父母教育態度和自我觀念兩個變項，可以有效地預測其工作承諾。
四、舞蹈資優學生之父母教育態度、教師教育態度與工作承諾有顯著的正相關，且父母教育態度和教師教育態度兩個變項；可以有效地預測其工作承諾。
五、美術資優學生之父母教育態度、教師教育態度與工作承諾有顯著的正相關，且父母教育態度和自我觀念兩個變項，可以有效地預測其工作承諾。
研究者並根據研究結果，提出建議，作為輔導特殊才能資優學生之參考。

The purposes of this study were: (1) to explore task commitment of music, dance and art talented students at elementary level; (2) to compare the social-economic-status differences of task commitment; (3) to investigate the relationship between personal and environment variables and task commitment.
One hundred and fifty-eight 5th graders in music, dance and art talented classes were selected from 6 elementary schools in Taipei area. The research instruments were self-concept inventory,task commitment questionnaire, parent attitude questionnaire, and teacher attitude quesionnatire. The data obtained were analyzed by onc-way analysis of variable, pearson correlation, and stpwise multiple regression analysis.The results of this study were as the following :
1.Task commitment of 5th graders music, dance, and art talented of is positive.
2.No statistically significant differences were found on social-economic-status among 5th graders music, dance and art talented students' task commitment.
3.Parent attitude and self-concept were significantly correlated with task commitment of music talented students. Parent attitude and self-concept did significantly predict task commitment of music talented students.
4.Parent attitude and teacher attitude were significantly correlated with task commitment of dance talented students. Parent attitude and teacher attitude did significantly predict task commitment of dance talented students.
5.Parent attitude and teacher attitude were significantly correlated with task commitment of art talented students. Parent attitude and self-concept did singificantly predict task commitment of art talented students.
In the conclusion, suggestions for task commitment on gifted education and for further studies were made based on the results and limitations of the study.