本研究旨在探討國小資優兒童的人格特質與情緒智力之關係。研究對象取自中部地區七所國民小學五年級資優班學生共一百四十六人。研究結果發現：（一）不同性別的國小資優兒童在人格特質中，除了「認知型式」未達顯著差異外，在「內外控信念」、「成就動機」與「自我概念」差異達顯著水準，女生優於男生。（二）不同性別的國小資優兒童在情緒智力各因素中，除了自我情緒調整未達顯著差異外，其餘皆達顯著差異，女生優於男生。（三）不同「認知型式」的國小資優兒童，在情緒智力量表上之平均數皆未達顯著差異。（四）不同「內外控信念」的國小資優兒童，在情緒智力上之平均數差異達顯著水準，內控者在「自我」、「知己」層面，優於外控者。（五）不同「成就動機」的國小資優兒童，在情緒智力上之平均數有顯著差異，高成就動機在「自我」、「人我」、「知人」層面，優於低成就動機者。（六）不同「自我概念」的國小資優兒童，在情緒智力上之平均數均有顯著差異，高自我概念優於低自我概念者。（七）人格特質中的「內外控信念」、「成就動機」與「自我概念」與情緒智力有顯著正相關，人格特質堪為情緒智力之效標。（八）影響國小資優兒童情緒智力之相關變項中，以自我概念的「能力成就」與「性別」為主要預測變項。（九）典型相關分析結果，人格特質解釋國小資優兒童情緒智力總變異量為百分之十六。

The purpose of the study was to investigate the relationship between personal characters and emotional intelligence of gifted students at elementary schools. One hundred forty-six fifth-grade gifted students from seven elementary schools in the Taichung area participated. The results indicated that: (1)The scores on the personal characters, such as beliefs in locus of control, achievement motivation, self-attitude, but not the cognitive styles were higher for the female students, compared to the male students. (2)The scores on all the emotional intelligence subscales, except the "self-regulation" subscale, were significantly higher for the female than for the male. (3)Cognitive styles of the subjects were not related to their emotional intelligence. (4)Beliefs in locus of control was significantly related to emotional intelligence, with internal locus of control rendered higher emotional intelligence than the external locus of control, especially on the "self awareness" perspective. (5)Subjects with higher achievement motivation showed more emotional intelligence, especially on the "id", "ego" and "superego" scores. (6)Self-attitude was correlated with the emotional intelligence of the subjects. (7)The relationship between personal characters, such as beliefs in locus of control, achievement motivation, selfattitude and emotional intelligence was found to be positive in this study. (8)The main predictive variables for the emotional intelligence of the gifted students at elementary study in this schools were achievement motivation of the self-attitude and gender. (9)According to the results of the correlational analysis, the relative significance of the variables in predicting the gifted elementary students’ emotional intelligence in this study was:16 % for the personal character.