本研究旨在瞭解高成就與低成就資優兒童在父母教養方式、學習行為、生活適應、成就動機上之差異情形，並探討父母教養方式對高、低成就資優兒童的學習行為、生活適應、成就動機之影響。研究對象取自台灣省中區八所資優教育實驗國小三、五年級高、低成就資優生與中區八所國小篩選之高智力三、五年級高、低成就學生共二百人。在研究過程中，採用「父母教養方式問卷」、「學習行為量表」、「小學人格測驗」、「生活經驗問卷」等標準化測量工具。研究結果發現：（一）在父母教養方式、學習行為、生活適應、成就動機方面，高成就資優兒童皆極顯著優於低成就資優兒童。（二）高成就資優兒童以「高關懷、低權威」的父母教養方式為最多；低成就資優兒童則以「低關懷、低權威」的父母教養方式為最多。（三）高成就與低成就資優兒童的父母教養方式，皆以「愛護」層面最具影響力。（四）逐步迴歸分析結果，高成就資優兒童以「父母親的教養方式」為學習行為的最大之預測變項；低成就資優兒童則以「成就動機」為最大之影響力。（五）高成就資優兒童的學習行為與父母教養方式、生活適應、成就動機之典型相關達極顯著水準，後者可解釋前著總變異量的百分四十三。其重要的相關預測變項依次為社會技能、相屬意識、神經症狀、父親關懷、成就動機、家庭關係。（六）低成就資優兒童的學習行為與其相關變項之典型相關達極顯著水準，後者可解釋前者總變異量的百分之三十四，其重要的相關預測變項依次為成就動機、學校關係、社會技能、社團關係、母親關懷、相屬的意識、父親關懷。

　　　　　This study is to investigate the differences in parents' teaching methods, leaning behavior, life adaption and achievement motivation between highachievement and low-aclievement gifted children. Also it is to investigate different teaching methods by parents how they influence high and low-achievenent gifted children's leaning behavior, live adaption and achievement motivation. The sample in-cluded two hundred of third and fifth grade students who are now in aifted classed or screened as high intellectent students. "The questimaire of teaching methods by parents", "Learning behavior scale", "Presonality test for elementary school students" and "life experience Questimaire" and used as tools for collecting information. The results are the following: (1)There are very significant differences in parents' teaching methods, learning behavior, achievement motivation between high-achievement and low-achievement gifted children. (2)Parent's teaching method by using high caring and low authority is the most common way for high-achievement gifted children and low caring, low authority is the most common way for low-achievement gifted children. (3)For Parent's teaching method, love is the one that influence both hight-achievemet and low achievement gifted children most. (4)Parent's teaching manner is the major predictor for leaning behavior for high achievemet gifted student. And achievemet motivation is the major predictor for low-achievemet gifted studots. (5)There are very significant differences among high-achievemet gifted children's learning behavior and parent's teaching methods, life adaption and achievement motivation. The important relating factors are social skills, belonging consciousness, neurological phenomenon, father's caring, achievement motivation and family relationship. (6)There is very significant difference between low-achievement gifted children's learning behavior and its relating factors. The important relating factors are achievement motivation, school relationship, social skills, group relationship, mothers caring, belonging consciousness and father's caring.