本研究目的主要在探討資優生學業自我概念與學業成就的發展，以及兩者之間的關係，研究對象為高雄市16所國中381名資優生，由八年級至九年級每半年蒐集一次資料，採固定樣本四波次的追蹤調查。在資料分析部分，使用了多變量潛在成長模式及交互延宕模式，來瞭解資優生科學自我概念與科學成就之間的關係。結果發現，資優生科學自我概念的發展呈現非線性的下降，科學成就的發展呈現線性成長；科學自我概念與科學成就之間有顯著的中度正相關，但是科學自我概念的發展與科學成就的發展並無顯著關聯；從交互延宕模式中，資優生科學自我概念與科學成就的因果關係，呈現科學自我概念顯著影響科學成就的自我彰顯（self-enhancement）關係；在性別的差異部分，男生與女生在科學成就表現與發展情形，皆無明顯差異，但是在科學自我概念上，資優女生顯著低於資優男生。最後本研究亦根據研究結果提出在教育實務與未來繼續研究的建議。

This study investigated the development of the science self-concept and science achievement of 381 gifted adolescent students in 16 junior high schools in Kaohsiung who were enrolled in classes ranging from Grade eight, first semester, to Grade nine, second semester, through repeated assessments. Structural equation modeling with latent growth curve models and a cross-lagged panel model were used to analyze the four waves of gifted students' data. The results of this study showed that the gifted students experience an increase in science achievement during the junior high school period. Furthermore, students were shown to have a declining science self-concept in middle years, followed by an increase that began in and continued beyond Grade nine, second semester. A positive relationship was found between the students' science self-concept and their science achievement. The multivariate multilevel growth curve model suggested that the development of the science self-concept was not related to the development of science achievement. A cross-lagged panel correlation analysis showed that the science self-concept to predict the subsequent science achievement was statistically significant. No significant difference was found between genders in science achievement; however, the gifted girls' score on the science self-concept was lower than the boys' . Finally, conclusions and suggestions for the practical application of and future research on the science self-concept and science achievement are proposed.