本研究根據理論與相關研究提出國中小資優學生與普通學生的「休閒生活關聯模式」，該模式假設個體之「休閒選擇自由」會透過「休閒時間」、「休閒理由」和「休閒內容」的中介影響，進而影響個體的「休閒滿意度」。本研究旨在比較資優生與普通生的「休閒生活關聯模式」之差異情形。結果發現資優生與普通生的「休閒生活關聯模式」在因素型態上相同，但在「負荷量限制模式」與「未設限模式」的寄宿比較，可發現資優生與普通生在測量模式上之因素負荷量並不相等，經指標層次量尺不變性的事後考驗，得知造成兩者模式的差異主要是源於資優生與普通生的「社交類」參數係數的不同，其次依序是「體能類」和「上學日」參數係數的不同所致，其中資優生在「社交類」休閒參與對潛在變項「休閒內容」的重要性比普通生來得更顯著，而普通生在「體能類」休閒參與對「休閒內容」的貢獻和「上學日」平均每天休閒時間量對「休閒時間」的建構皆比資優生來得更顯著。

Based on existing theories and related research, this study proposed a “relational leisure life model” for gifted and regular students in Taiwan's elementary and junior high schools. This model assumed that an individual student's “leisure time,” “reasons for leisure activities” and “leisure activities” were influenced by his or her “freedom to choose leisure activities.” And these factors would be directly related to “satisfaction from leisure activities.” The aim of this study was to compare gifted and regular students with regard to their leisure life models. The results showed that while gifted and regular students' leisure life models were the same in terms of their factor pattern, they were different when it came to factor loadings of the measurement model through the nested model comparisons of “measurement weights” and “unconstrained”. Through Post Hoc comparisons of partial measurement invariance, the gifted and regular students' main difference was found in the parameter of “participation in leisure activities providing social intercourse”: the gifted students tended to be more socially active. Other important factors leading to differences were the parameter of “participation in physically active leisure activities”: the regular students tended to be more physically active, and the parameter of “average daily leisure time on school days”: the regular students tended to be more leisure time.