本研究旨在探討資優生情緒困擾的復原歷程、影響因子、自我調節策略與復原力模式。研究方法以自我調節執行功能理論為基礎，採個案研究取向的混合研究方法，透過訪談來了解資優生情緒困擾復原歷程，接著運用量化方法分析復原力影響因子、自我調節策略對於復原力系統的影響，最後建構出資優生的情緒困擾復原力模式。

研究結果第一部分呈現復原力網絡系統的描述變項，第二部分為個案的生命故事與復原力網絡系統，第三部分綜合前述結果建構出資優生的復原力模式，研究發現如下：
一、 資優生的情緒困擾復原歷程可分為探索、高速運轉、發病、恢復四個階段。
二、 資優生復原力影響因子的來源有自我、家庭、朋友、同學、老師、醫療、信仰、學校、工作、環境。這些因子對復原力的保護或威脅程度受到資優特質、因子交互作用以及情境的影響而改變。
三、 資優生復原歷程中有六種不同的調節策略：產生「行動或策略」以減少期望與現實的落差、產生「行動或策略」以達成自我實現的目的、轉變「觀點或詮釋」以減少期望與現實的落差、啟動「自我檢討」的調節策略、形成「情境認知」的調節策略、形成「自我覺察」的調節策略。網絡分析中社區發現演算法的歸納結果顯示資優生自我調節策略的組合能夠解釋各階段驅動復原的認知機制。
四、 資優生的復原力模式為透過自我調節減少認知落差重建平衡，其中復原力系統的四種狀態恰好對應非正向統整理論的情意發展階段。

根據研究發現提出之建議如下：1. 營造容許犯錯的學習環境，訂定有彈性的個人目標。2. 學習壓力調適與主動求助，強調心理衛生的重要性。3. 教師突破資優或身障標籤，強化校園三級輔導機制。4. 傾聽資優生的困擾與感受，給予支持、同理與陪伴。

This study aims to explore the recovery process, resilience factors, self-regulation methods, and resilience patterns among emotionally distressed gifted students. It is grounded in the self-regulatory executive functions theory and employs a mixed-methods approach with a case study orientation. Qualitative interviews provide initial insights into the inherent recovery trajectory, while quantitative analyses examine the impact of resilience factors and self-regulation strategies on resilience. The study concludes by proposing a resilience model tailored to emotionally distressed gifted students.

The results of the study are presented in three parts. The first part describes the variables of the resilience network system. The second part presents the life stories and resilience network system of the individual cases. The third part integrates both to construct a resilience model for gifted students. The findings are as follow:
1. The recovery journey of emotionally distressed gifted students involves four pivotal stages: exploration, heightened engagement, onset of distress, and rebound.
2. Various factors impacting the resilience of gifted students stem from diverse sources including self-perception, family, peers, classmates, educators, medical practitioners, belief systems, school, and work, as well as broader contextual influences. The degree to which these determinants enhance or undermine resilience depends on the unique characteristics of giftedness, intricate interactions between these factors, and the surrounding context.
3. Six distinct self-regulation strategies are evident in the recovery process of gifted students. The interplay of these strategies elucidates the cognitive mechanisms driving recuperation throughout different developmental stages.
4. The resilience framework for gifted students proposes the alleviation of cognitive incongruities through adept self-regulation, facilitating the restoration of a more stable resilience system. This resilience framework align with the affective development phases in Dabrowski's theory of positive disintegration.

Based on these insights, the following recommendations are suggested:1. Promote a learning environment embracing fallibility and flexible personal goals. 2. Learning stress adjustment and ways to seek for help. 3. Practice tertiary prevention in educational institutions. 4.Employ active listening to offer holistic support and empathy to gifted students.

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