每年研究者進行資優轉學生新生入班說明會時，可以感受到家長和學生對於鑑定通過後需要轉學就讀這件事，感到不知如何抉擇、擔憂以及焦慮。本研究旨在描繪資優轉學生對轉學的決定及適應歷程，提供資優轉學生及其家長、老師相關案例的經驗以及建議。
研究過程採用質性研究法，依據校型、性別，選擇於新學校就讀一年以上的轉學生，深入訪談學生本人、主要照顧者以及教師，將訪談結果加以整理，描繪六位資優轉學生的決定歷程，以及轉學後在普通班及資優班的適應歷程。
研究結果可以分為三部份，首先資優轉學生通常在原學校人緣及成績表現均優，面臨轉學會擔心的因素包含難以割捨的情誼、交通變動、對新環境的擔憂，同時正向的吸引力則包含對資優課程的期待、重要他人的建議以及新老師的吸引力。在普通班人際互動的緊張會因為時間逐漸降低，學業可透過自我調適取得平衡，另外可以透過協調及安排來確立學生的作息時間。資優班需針對學生提供能發揮其優勢的個別化課程，並與家長保持溝通管道的暢通。

The purpose of this study is to describe the decision making and adaptation process of gifted transfer students, providing experiences and suggestions for gifted transfer students ,their parents and teachers. The researcher chose research obejets based on the school type and gender.To describe the process of the decision making and adaption of gifted transfer students, the researcher conducted a deep interview with the gifted transfer studernts, the main carers and their teachers.
The research results can be divided into three parts. First, the gifted transfer students usually have good friendship and great academic performance in their original schools. The factors the gifted transfer students fear to transfer include losing deep friendship with their friends, traffic changes, and concerns about a new environment. The factors the gifted transfer students willing to transfer include expectations of gifted programs, advice from important people, and the attractiveness of new teachers. Second, the tension of interpersonal interactions the gifted students encounter in ordinary classes can gradually decrease because of time; the balance of learning can be achieved through self-adjustment. In addition, the gifted transfer students’ schedule can be established through coordination and rearrangements. Third, the gifted classes need to provide gifted transfer students with individualized courses based upon their advantages and to maintain a smooth communication channel with parents.

王淑棻（2009）：資優是一種恩賜，還是困擾─談資優生情意特質的正反面與輔導策略。資優教育季刊，113，26-35。
任俊、施靜、馬甜語（2009）：Flow研究概述。心理科學進展，17(1)，210-217。
李曉惠（2009）：影響國小資優生生涯發展之因素研究。國立臺中教育大學特殊教育學系碩士論文，臺中。
花敬凱（譯）（2007）：啟迪資優如何開發孩子的潛能（B. Clark著：Growing up gifted : Developing the potential of children at home and at school）。臺灣：心理。（原著出來版於2002）
林燕慧（2004）：國中生「非自然」轉學現象與轉學適應之探究─志願的？被迫的？（未出版）臺灣大學社會工作學研究所碩士論文，臺北。
洪錦珠（2007）：大學轉學生轉學因素與轉學適應之研究--以六所大學為例（未出版）。國立臺灣師範大學公民訓育研究所碩士論文，臺北。
若水（譯）（1992）：超個人心理學（李安德著）。臺灣：桂冠。
特殊教育法（2014）：中華民國一百零三年六月十八日總統華總(一)
義字第10300093311號令修正公布第10、17、32條條文。
教育部（2008）：資優教育白皮書。臺灣：教育部。
郭靜姿（2000）：談資優生的特殊適應問題與輔導。資優教育季刊，75，1-6。
郭靜姿、李欣潔、陳彥瑋、范成芳、王曼娜、劉貞宜、游健泓（2009）：資優學生鑑定標準及安置方式之調查研究。資優教育研究，9(2)，1-33。
陳治豪、王以仁（2006）：國小轉學生自我概念、社會支持與其學校生活適應之研究。教育科學期刊，6(1)，46-74。
張馨仁（2000）：從Dabrowski的理論看資優生的情緒發展。資優教育季刊，74，6-18。
張馨仁（2000）：資優生過度激動特質之研究。國立臺灣師範大學特殊教育學系碩士論文，臺北。
黃楷茹（2015）：創造良性競爭的環境導引才能發展。資優教育季刊，134，1-9。
楊純青、陳祥（2003）：「神馳理論」之內涵與相關議題之介紹。課程與教學季刊，6（4），151-174。
臺北市政府教育局（2017）：臺北市107學年度國民小學一般智能資賦優異學生鑑定安置計畫。
臺北市政府教育局統計室（2018）：106學年度臺北市高級中等以下學校概況總表。取自http://statistic.tp.edu.tw/dialog/statfile9.asp。
臺北市政府教育局（2017）：臺北市資優學生鑑定安置工作手冊。臺北：臺北市政府教育局。
臺北縣高級中等以下學校辦理資賦優異教育方案實施計畫（2004）：中華民國九十三年九月二日九三北府教特字第0930586379號。
臺北市區域性資賦優異教育方案（2013）：中華民國一百零二年七月九日北市教特字第10237537600號函修正。
臺北市106學年度國民小學區域衛星資賦優異教育方案實施計畫（2017）：中華民國一百零六年一月十二日北市教特字10630475700號函頒。
潘淑滿（2003）：質性研究：理論與應用（初版）。臺灣：心理。
歐姿妤、黃貞觀、盧淑敏、李淑芬（2009）：以馬斯洛人類需求階層探討專科學生之需求。中等教育，60(2)，64-80。
鄭聖敏（2010）：談資優學生的生涯輔導。資優教育季刊，116，10-17。
顏鈺芬（2014）：大學轉學生的轉學歷程：制度、動機與策略。國立清華大學學習科學研究所碩士論文，新竹。
Assouline, S. G., & Lupkowski-shoplik, A. (1997).Talent searches: Amodel for the discovery and development of academic talent. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education 2nd edition (pp.170-179). Boston: Allyn and Bacon.
Astin, A.W. (1993). What’s matters in college? Four critical years revisited. The Journal of Higher Education,22(8),74-75.
Betts, G. T., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted
Child Quarterly, 32(2), 248-253.
Chickering, A. W., & Reisser, L. (1993). Education and identity 2nd edition. San Francisco: Jossey-Bass.
Clark, B. (1997). Growing up gifted. New Jersey, U.S.A.: Prentice-Hall.
Cross, T.L. (2004). Social/Emotional needs: On chance and being gifted. Education Collection, 27(2), 18-20.
Cross, T. L. (2009). Social/Emotional needs: Social and emotional development of gifted children: Straight talk. Gifted Child Today, 32(2), 40-41.
Csikszentmihalyi, M. , & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
Dabrowski, K. (1964). Positive disintegration. Boston, MA: Little Brown.
Diaz, P. (1992). Effects of transfer on academic performance of community college students at the four-year institution. Community Colledge Jounral of Research and Practice, 16, 279-291.
Fiske, S. T., Gilbert, D. T., & Lindzey, G. (2010). Handbook of social psychology 5th edition. America: John Wiley & Sons Inc.
Glasser, W. (1984). Control teory: A new explanation of how we control our lives. New York: Harper & Row.
Graham, S. W., & Dallam, J. (1986). Academic probation as a measure ofperformance: Contrasting transfer students to native students. Community/Jounior Colledge Quarterly of Research and Practice, 10, 23-24.
Gross, M. U. M. (1989). The pursuit of excellence or the search for intimacy? The forced choice dilemma of gifted youth. Roeper Review, 11(4), 189-194.
Gross, M. U. M. (1998). The "Me" behind the Mask: Intellectually gifted students and the search for identity. Perspectives on the Self of the Gifted, 20, 167-174.
Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81, 271-283.
Hurtado, S., Carter, D. F., & Spuler, A. (1996). Latino Student transition to college: Assessing difficulties and factors in successful college adjustment. Research in Higher Education, 37(2), 135-157.
Laanan, F. S. (2001). Transfer student adjustment. New Directions for Community colleges, 114, 5-13.
Langenkamp, A. G. (2016). Effects of school mobility on adolescent social ties and academic adjustment. Youth & Society, 48(6), 810-833.
Maslow, A. H. (2000). A theory of human motivation: Originally. Psychological Review, 50, 370-396.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 500(4), 370-396.
Moon, S. (2008). Person and social development. In A. Karnes, Kristen
R. Stephens (Eds.), Achieving Excellence Educating the Gifted and
Talented (pp.82-98). New Jersey: Pearson.
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiary, 71(2), 129-264.
Osborn, M., McNess, E., & Pollard, A. (2006). Identity and transfer: a new focus for home-school knowledge exchange. Educational Review, 58(4), 415-433.
Piaget, J. (1970), Piaget’s theory. In P. Muss (Ed.), Carmichael's manual child psychology(pp. 61-48). New York: Wiley, 61-84.
Ream, R. K. (2003). Toward understanding how social capital mediates the impact of mobility on Mexican America achievement. Social Forces, 84, 201-224.
Reis, S. M. (2002). Gifted females in elementary and secondary school. In M. Neihart, A. M. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 125-135). Waco, TX, US: Prufrock Press.
Roberson, J. B. (1999). Helping gifted/talented students improve their balancing acts. Education Collection, 22(1), 34-37。
Smedley, B. D., Myers, H. F., & Harrell,S. P. (2016). Minority-status stresses and the college adjustment of ethnic minority freshmen. The Journal of Higher Education, 64(4), 434-452.
VanTassel-Baska, J. (2006). A content analysis of evaluation finds across 20 gifted programs: A clarion call for enhanced gifted program development. Gifted Child Quarterly, 50(3), 199-209.