成就動機對於學業成就很重要，情緒對於增強成就動機具有至關重要的影響，因此資優教育特別將情意發展列為資優生特殊需求的核心素養之一。以往研究多探討資優生之成就動機受到情意特質的影響，但很少提及自我概念對情意發展及成就動機間產生的影響。本研究以149位國小六年級資優生與170位普通生為對象，使用情緒智商、成就動機與自我概念三份問卷，以結構方程模型的中介變項設計來探討三個變項之間的關係。研究發現有三：一是資優生與普通生在情緒智商及成就動機的所有變項均存在顯著差異，但自我概念僅有部分變項有差異；二是兩組學生的情緒智商均可預測成就動機；三是無論資優生與普通生，自我概念在情緒智商與成就動機的關係中呈現完全中介效果，也就是當自我概念擔任中介變項時，情緒智商與成就動機的直接效果就轉變為不顯著。因此，無論資優生與普通生的情緒智商均能影響自我概念，再藉由自我概念來影響成就動機。研究建議未來進行情緒與成就動機的相關研究，可將自我概念的影響納入考量。

Several previous studies suggested that achievement motivation is important for academic success and that emotional intelligence plays a vital role in enhancing achievement motivation, especially for gifted students. However, few studies focused on self-concept, which may involve the relationship between emotional intelligence and achievement motivation. This article explored how both gifted and non-gifted Taiwanese students’ emotional intelligence, self-concept, and achievement motivation are related. The research involved a survey comprised of three sets of questionnaires concerning emotional response, self-concept, and achievement motivation. The participants included 149 gifted students and 170 non-gifted students who were 6 graders and recruited to confirm the triad mediation model proposed in this study. The findings indicated the following: 1) there were differences between the gifted and non-gifted students in performance, emotional intelligence, and achievement motivation, but little difference in self-concept; 2) emotional intelligence predicted achievement motivation in both contexts of gifted and non-gifted students; and 3) no matter for the gifted or non-gifted students, self-concept fully mediated the relationship between emotional intelligence and achievement motivation. Though emotional intelligence was a vital factor for achievement motivation, according to our findings, emotional intelligence didn’t impact on achievement motivation directly. Not only emotional intelligence, but also self-concept was required to fulfill achievement motivation. The study suggested that self-concept, especially for gifted students, should be considered for academic development more than emotional intelligence.