本研究旨在探究國小中高年級資優生之同理心、過度激動特質與同儕關係之情形。採立意取樣，對北、中、南區各選一所設有資優班之學校，針對安置有資優生之普通班級進行施測，共163名資優生、1119名普通班學生。研究工具採用「兒童同理心」、「我的特質量表（II）」及社交測量問卷。以描述統計、獨立樣本t檢定、Pearson積差相關、二因子變異數分析及迴歸分析等統計方法進行資料處理，並分析不同社會地位資優生在同理心與過度激動特質之表現情形。主要結果分述如下：
資優女生比資優男生有較高的同理心，不同年級資優生之同理心無顯著差異，資優生比普通生在「行為同理心」上有較高的表現。
資優生之智能激動表現最明顯，其後依序為創造力、同理心、心理激動、完美主義、感官愉悅、想像力、感官敏銳、生理激動及情緒變異性。資優男生在心理激動、生理激動之表現高於資優女生；資優女生在感官愉悅、想像力、同理心、情緒變異性之表現高於資優男生。高年級資優生完美主義之表現高於中年級資優生。資優生之心理激動、感官敏銳、感官愉悅、智能激動、完美主義、創造力、想像力表現高於普通生。
多數資優生受歡迎。資優男女生在社會地位型態上的分布比例無差異。資優生朋友數平均為2.09。女生的朋友數高於男生；資優生朋友數高於普通生，性別和學生類別無交互作用。受歡迎組的朋友數多於被拒絕組、被忽視組和普通組；受爭議組的朋友數多於被拒絕組和被忽視組。
「兒童同理心」與「我的過度激動量表（II）」各分量表達低度正相關。同理心最能正向預測情感同理心、認知同理心和行為同理心；生理激動最能有效負向預測情感同理心與認知同理心，而心理激動最能有效負向預測行為同理心。
多數資優生受歡迎且具有同理心；被拒絕組資優生同理心表現較低。受爭議組、被拒絕組、被忽視組資優生在部分過度激動特質之表現特殊，值得進一步探究。

The main purpose of the research is to explore the empathy, overexcitabilities (OEs) and peer relationships of the 3rd to 6th graded gifted students. By means of purposive sampling, 163 gifted and 1119 regular students were picked from three elementary schools of the north, middle and south of Taiwan respectively. Collected data are studied and analyzed with Descriptive Statistics, Independent t-Test, Pearson’s r, Two Way ANOVA and Multiple Regression Analysis to probe the performance of the empathy and OEs of the gifted students with different social statuses. The research results are illustrated as follows:
The female gifted students demonstrate more empathy than male gifted students do. There is no significant difference in terms of the empathy shown by the gifted students of different grades. Gifted students have higher “behavior empathy” performance than regular students do.
The gifted students score highest with respect to Intellectual OEs, and Creative OEs, Empathetic OEs, Psycho OEs, Perfectionistic OEs, Sensual pleasure, Imaginative OEs, Sensual sensitivity, Physical OEs, and Emotional OEs in descending order. Male gifted students express more Psycho OEs and Physical OEs than female gifted students do. In regard to the traits Sensual pleasure, Imaginative OEs, Empathetic OEs, and Emotional OEs, they are manifested more in female gifted students rather than male gifted students. Those gifted students with higher grades pursue more Perfectionistic OEs than those with lower grades. The gifted students display more traits concerning Psycho OEs, Sensual sensitivity, Sensual pleasure, Intellectual OEs, Perfectionistic OEs, Creative OEs, and Imaginative OEs than regular students do.
Most gifted students are more popular than regular students. No significant difference is found in the distribution ratios of different social statuses between male and female gifted students.The average number of the gifted students’ friends is 2.09. Female students have more friends than male students do; gifted students have more friends than regular students do. There is no correlation in the number of the friends between genders and student types. The number of the friends of the popular gifted students is more than that of the rejected , the neglected, and the average gifted students. The friends that the controversial gifted students have are more than those of the rejected, and the neglected gifted students.
There is a minor positive correlation between the subscales of “Children's Empathy Scale” and those of “The Me Scale（II）.” Empathetic OEs shows significant positive predictive value with respect to the probability of “emotional empathy, ” “cognitive empathy,” and “behavior empathy.” Physical OEs can negatively predict “emotional empathy” and “cognitive empathy, ” while Psycho OEs negatively do to “behavior empathy.”
Most gifted students are popular, and possess empathy. The rejected gifted students demonstrate less empathy. The performance of OEs of the controversial, the rejected, and the neglected gifted students is worth further exploration.

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