本研究以等組前後測之準實驗設計，選取高一資賦優異學生24人為實驗對象，並隨機分派為實驗組與控制組，進行為期六週的國體生涯輔導實驗。由量的資料分析發現實驗組在生涯發展量表上並無顯著差異之效果，但在生涯決策量表上，實驗組男生在自信心方面有顯著優於控制組男生的反應，至於女生方面則無明確的實驗效果。綜合此項結果與質的分析資料，獲得數項結論： 1.從生涯發展量表的分數上顯示資優學生資優學生普遍優於一般學生，但少數學有特的狀況，在生涯決策量表上亦有此種情況，量化的統計考驗結果可能無法深入了解個別差異的現象，故如僅以量化方式析其結果，所得可能僅為表面的資料，似不足即據以擬定輔導策略或採取相關措施。 2.生涯輔導的措施對資優男生的自信心有明顯的效果，可能與男生在生涯課題上遭遇的問題有關，從個別資料中可發現實驗男生在自己的意願、家長的期許以及測驗結果等方面，有較明顯的衝突情形，從量的資料中亦發現無論實驗組或控制組的資優男生，其生涯計量與生涯探索的前後測分數皆有較大的差距，似乎意味著男生在此一段期間對生涯的問題較大的差距，似乎意味著男生在此一段期間對生涯的問題較為關切，但其滿意度仍較女生為低因此對男生的輔導重點似應以其心理層面為主，換言之，生涯意義的探討與心理狀態的平衡似為輔導資優男生的第一階段目標。 3.對資優女生而言，本研究所實施的生涯輔導似乎並未產生明顯的效果，然由回饋及 團體記錄中仍可以發現其實質意義。由於女生相對的較安於現況所要求的事務；從個別資料中即可發現資優女生受現況的限制較多，是否與傳統女性角色刻板觀念的影響有關，尚須進一步了解，唯若學校辦理該項活動，而學生亦積極參與，則將有相當的收獲，此等功能實為推動生涯輔導的重要基礎。 研究者據研究結果，就生涯輔導工作以及未來研究兩方面，提出具體建議，做為進一步協助資優學生發展適切的生涯觀、選擇最能發揮其秉賦才華的生涯途徑之參考。

　　　　　Twenty-four senior high school freshmen, who excelled in their academic performance and skipped from the regular joint entrance examination, were selected as subjects in a group career guidance experiment. Half of the them were randomly assigned in the experimental group, the others served as the contrast group. A six-week program were deigned go help students exploring the ideas of career development, understanding their own strength and limitation, being aware of environmental resources and also learning decision-making skills. In addition, three career-related psychological tests were used to facilitate self-understanding. Results of statisitical analysis indicated little difference between experimental and control group, except "self-confidence" on the Career Decision Scale. Nevertheless, qualitative analysis showed vividly that gifted male students were more active in career exploration but less satisfied with their status, and also more anxious and conflict than gifted female students. The latter seemed content with things as they were, though some of them gained benefit from the group. The researcher provided conclusions and suggestions for providing appropriate career guidance services for these students.