本研究目的在探討國中資優生情緒風格、自我關懷、同理心與幸福感之現況，並分析國中資優生在此四個變項的關係結構。本研究採調查研究法，以臺灣14個縣市之國中一、二、三年級學術性向資優班712位學生為研究對象。依據文獻探討結果，建構出以情緒風格、自我關懷為前置變項，同理心為中介變項，幸福感為結果變項的結構方程式，以探討資優生情意特質對幸福感之因果機制。本研究使用情緒風格、自我關懷、同理心與幸福感量表，並以描述統計與結構方程式進行資料分析。結果顯示，資優生在情緒風格、自我關懷、同理心與幸福感均呈現正面偏好的情形，心流經驗表現方面則更顯著。情緒風格中的注意力、展望、自我覺識、情境敏感度、社會直覺，以及自我關懷的自我友善、普遍倫理、正念會共同影響資優生的同理心與幸福感；情緒風格會直接影響同理心，間接影響幸福感；自我關懷、同理心會直接影響幸福感，但自我關懷對同理心無直接影響。

The purpose of this study was to find out the relationships among emotional style, self-compassion, empathy, and well-being. 712 gifted students from junior high schools in the west regions of Taiwan were administered emotional style, self-compassion, and well-being scales. According to the results of previous empirical research, the study tried to build up a causal model of emotional style, self-compassion as an exogenous variable, and empathy, well-being as an endogenous variable. The findings of the study showed that junior high school gifted students were positive and of medium level in the whole emotional style, self-compassion, empathy, and well-being scales, and the flow experience was even more better. Concerning the causal model of affective traits: The attention, outlook, self-awareness, social intuition and context sensitivity of emotional style and self-kindness, common humanity, and mindfulness of self-compassion could have the combined direct effect of students’ empathy, and indirect effect of well-being. Then, the empathy and self-compassion could directly affect well-being. Last, self-compassion had no effect on empathy.