本研究之目的在比較資優生與普通生父母非理性信念、個人非理性信念 與學生生活適應 的差異，並探討各變項間的關係。研究樣本包括國小、國中與高中275位資優生、377位 普通生與1022位學生父母。研究工具包括父信念量表、個人信念量表與行為困擾量表， 採問卷調查法蒐集資料，所得資料經描述性統計、二因子變異數分析、積差相關與多元逐步迴歸分析，主要發現如下：
一、責備傾向與要求完美為父母最常見的非理性信念。
二、資優生與普通生非理性信念的主要類型不同。
三、學校生活與自我關懷為學生生活適應最差的兩個層面。
四、班別、性別與學校會影響學生的非理性信念。
1.普通班男生的非理性信念高於資優班男生。
2.資優班女生的非理性信念高於資優班男生。
3.普通班學生的非理性信念高於資優班學生。
4.國小學生的非理性信念高於國中學生。
5.高中學生的非理性信念高於國中學生。
五、班別、性別與學校層級會影響學生的生活適應。
1.女生的生活適應較男生佳。
2.資優生的生活適應較普通生佳。
3.國小學生的生活適應較高中學生佳。
六、資優生與普通生的非理性信念與生活適應並不因社經地位不同而有差異。
七 、父母非理性信念、個人非理性信念與生活適應之關係:
1.資優生的非理性信念與其父親的非理性信念有顯著正相關。
2.普通生的非理性信念與其父母的非理性信念有顯著正相關。
3.資優生與普通生的非理性信念與其生活適應有顯著負相關。
八、相關變項對個人非理性信念與生活適應的預測：
1.就個人的非理性信念而言，資優生和普通生均以「父親非理性信念」為最大的預測變項，但預測力不高，僅約2%。
2.就學生生活適應而言，資優生和普通生均以「個非理性信念」為最大預測變項，預測力約達20%，頗具預測力。

The purpose of this study were to investige the main irrational beliefs of gifted and nongifted students and their parents, to compare parents' irrational beliefs, personal irrational beliefs and the life adjustment between gifted students and their nongifted peers, and to explore the relationship between parents' irrational beliefs and personal beliefs, personal beliefs and life adjustment by each group.
The subjects included 275 gifted students, 377 their nongifted peers, and 1022 parents of the elementary school, the junior high school, and the senior high school. Assessing instructments included Personal Belief Questionair, Parents' Belief Questionair, and Adjust Problem Inventory. The obtained data were analyzed by descriptive statistics, two-way ANOVA, Pearson product-moment correlation, and multi-stepwise regression analysis.
The study had following findings:
1.The main irrational beliefs of parents were "proneness to blame" and "perfectionism".
2.The main irrational beliefs of gifted students had were different from their nongifted peers did.
3."School life" and "self-concerned" were the main disturbance of life adjustment.
4.There were significant differences in the personal beliefs between the following group:
(1)Nongifted boys were more serious than gifted boys.
(2)Gifted girls were more serious than gifted boys.
(3)Nongifted students were more serious than gifted students.
(4)Elementary school students were more serious than junior high school students.
(5)Senior high school students were more serious than junior high school students.
5.There were siginficant differences in life adjustment between the following groups:
(1)Girls were superior to boys.
(2)Gifted students were superior to their nongifted peers.
(3)Elementary school students were superior to senior high school students.
6.There were no significant differences in personal irrational beliefs and life adjustment between the different socioeconomic statuses' students.
7.There was a positive correlation between gifted students' irrational beliefs and their fathers'irrational beliefs.
8.There was a positive correlation between nongifted students' irrational beliefs and their parents' irrational beliefs.
9.For the gifted students and their nongifted peers, fathers' irrational beliefs could most effectively predict the personal irrational beliefs, but its variance was only about 2%.
10.For the gifted students and their nongifted peers, personal irrational beliefs could most effectively predict the life adjustment, and its variance was about 20%.