樂觀可以使人有更健康的心態，來應對生活周遭所發生的事情。當壓力產生時，若能以正向的解釋型態，歸因生活中的負面事件，那麼就可以減輕負面事件所帶來的影響。本研究旨在瞭解國小資賦優異學生之生活壓力及樂觀解釋型態。本研究以分層叢集及立意抽樣進行取樣，共抽出高雄市12所學校280名資優生為研究對象。資料分析採描述統計、單因子多變量變異數分析、積差相關進行統計分析，結果如下：一、在壓力感受方面，以個人自我期許層面壓力感受較高，資優生的樂觀解釋型態趨中。二、女生資優生在課外學習、同儕關係、個人健康及個人自我期許之生活壓力顯著高於男生；性別在樂觀解釋型態無顯著差異。三、採民主尊重之教養方式資優生在課外學習、師生關係與親子關係的壓力顯著低於教養方式採專制威權。四、採民主尊重之教養方式資優生的生活壓力較小，且在「壞事件的暫時性」、「壞事件的特定性」之樂觀程度顯著高於教養方式採專制威權。五、生活壓力與樂觀解釋型態有顯著的相關。

The purpose of this study is to investigate the current situation and relationship among life stress, coping strategies and optimistic explanatory style of gifted studentsin elementary school, and to analyze the differences among the individual backgroundvariables (gender, parenting style).The method of this study was questionnaire survey. The subjects of this studywere 280 gifted students from fifth to sixth grades in elementary schools inKaohsiung city. The data were analyzed by using SPSS17.0 to conduct descriptivestatistics analysis, multivariate analysis of variance, Pearson test, in order to verify research hypotheses. The conclusions of the research were summarized below:1. The elementary school gifted students got higher score in ”individual self-expectation stress”, and the optimistic explanation styles of the gifted students is in moderate degree.2. Different gender was significantly different in ”cram school stress”, ”peer relationship stress”, ”individual health stress” and ”self-expectation stress”, the optimistic explanation styles is not by their gender.3. Different parenting style was significantly different in ”cram school stress”, ”teacher-student relationship stress” and ”parent-child relationship stress”.4. Democratic type had significantly higher optimistic explanation styles than authoritative type in ”unstable” and ”specific”.5. Stress and optimistic explanatory style were partly significantly associated.