本研究旨在探討國中英語資優生在參與獨立研究過程中所覺察之情緒、與情緒相關之學習事件及其調適方式。為瞭解學生參與課程的主觀感受，本研究以深度訪談的方式進行質性資料蒐集。研究參與者為來自桃園五所不同國中之英語資優生六位，並在完成研究者研製之「獨立研究課程情緒覺察歷程折線圖」後進行深度訪談。訪談與折線圖資料經整理與分析後產出六位學生之個案分析與跨個案分析文本，歸納出英語資優生在進行獨立研究九大階段可能表現之情緒、情緒相關學習事件與因應策略。研究主要的發現結果如下：

一、資優生在獨立研究歷程九階段當中的「確定研究主題」與「評鑑研究成果」兩階段覺察到較多正向情緒。
二、資優生在「實施研究」與「撰寫研究報告」兩階段覺察到較多負向情緒，且後者覺察到的負向情緒明顯多於其他階段。
三、資優生產生正向情緒的要因包括研究主題自選、進行有挑戰性的學習任務、獲得師長與同儕的正向回饋等等。
四、資優生產生負面情緒的要因包括無法聚焦問題、撰寫工作遇上困難、進度與課業壓力大、獨立研究影響生活其他層面、與指導老師的溝通出現問題等等。
五、負向情緒因應策略方面，資優生採用問題焦點因應策略的比例較情緒焦點因應策略高，且採取積極因應策略的資優生在獨立研究歷程中覺察到的正向情緒比例較採取消極因應策略的資優生所覺察到的正向情緒高。

The purpose of this study is to investigate the emotional self-awareness of junior high school English gifted students in the process of independent study, the learning incidents related to the perceived emotions, and their coping strategies for negative emotions.
To understand the feelings and thoughts of students, the study collected qualitative data by means of in-depth interviews. Research participants include six English gifted students from five different junior high schools in Taoyuan City, who participated in the interviews after finishing a line graph of their emotional perception process in the course. After integrating and analyzing the interview verbatim and the data from the line graphs, six case studies and a cross-case analysis were produced, which summarize the emotions that English gifted students may show in the nine stages of independent study, the learning incidents they may face as well as their coping strategies. The main findings of the study are as follows:
1. In the nine stages of independent study, students perceive more positive emotions in the two stages of “deciding the research topic” and “evaluating the research”.
2. Gifted students perceive more negative emotions in the two stages of “setting research questions and objectives” and “writing research reports”, and the latter arouses much more negative emotions than any other stage in the whole process.
3. The factors contributing to gifted students’ positive emotions include being able to select research topics, doing challenging tasks, and receiving positive feedback from teachers and peers.
4. The factors contributing to gifted students’ negative emotions include being unable to focus on problems, having difficulties in writing work, facing schedule and academic pressure, finding the course affect other aspects of life, and having problems communicating with instructors.
5. To handle negative emotions, gifted students adopt more problem-focused coping strategies than emotion-focused ones, and those who adopt positive coping strategies perceive relatively more positive emotions than those who adopt negative ones.

謝誌-------------------------------------------i
中文摘要----------------------------------------ii
英文摘要----------------------------------------iii
目錄--------------------------------------------iv
第一章 緒論-------------------------------------1
第一節 研究背景與動機----------------------------1
第二節 研究目的與問題----------------------------3
第三節 名詞釋義---------------------------------3
第四節 研究範圍與限制----------------------------4
第二章 文獻探討----------------------------------7
第一節 獨立研究的內涵----------------------------7
第二節 資優生的情緒------------------------------22
第三章 研究設計與實施----------------------------33
第一節 研究方法與流程----------------------------33
第二節 研究對象---------------------------------34
第三節 研究工具---------------------------------36
第四節 資料處理與分析----------------------------42
第五節 研究信效度--------------------------------46
第六節 研究倫理---------------------------------48
第四章 研究結果與討論----------------------------49
第一節 六位資優生之獨立研究情緒覺察經驗文本--------49
第二節 資優生獨立研究情緒覺察歷程之跨個案分析------100
第五章 研究結論與建議----------------------------128
第一節 研究結論---------------------------------128
第二節 研究建議---------------------------------130
第三節 研究者反思-------------------------------135
參考文獻----------------------------------------137
中文部分----------------------------------------137
英文部分----------------------------------------141
附錄一 訪談日誌----------------------------------149
附錄二 研究參與者檢核表---------------------------150
附錄三 訪談同意書--------------------------------151

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