本研究從定型心態、成長心態出發，探討自我決定理論中，高中資優生的基本心理需求滿足對幸福感的相關研究。首先藉由文獻分析找出其他研究對象的相關性。透過線上問卷調查，以台北市五所公立高中科學班及數理資優班學生為研究對象，進行調查，收回219份結果，並以描述性統計、獨立樣本t檢定、單因子變異數分析ANOVA、皮爾遜積差相關分析、多元線性迴歸分析等統計分析方法進行資料分析，所得結果如下：高中資優生的心理需求及幸福感呈現中高程度；定型心態與成長心態方面皆呈現中等程度，其中定型心態總分略高於成長心態總分。成長心態低於平均值值得注意。科學班學生在勝任感方面高於數理資優班，其他背景變項則無顯著差異。成長心態、心理需求三構面 (自主性、勝任感、關係感) 與心理幸福感具有顯著正相關。定型心態與心理幸福感無顯著相關。成長心態、心理需求三構面 (自主性、勝任感、關係感) 皆能夠正向預測幸福感。定型心態無法預測幸福感。基於上述結論，建議教育當局追蹤資優生的幸福感，建立成長心態，提供自主性、勝任感、關係感滿足的環境，增強資優生的幸福感。而針對未來研究，建議可以質、量並重的方式，真正發掘資優生的心聲。

This study explores the correlation between the fulfillment of basic psychological needs and well-being in high school gifted students, focusing on fixed and growth mindsets within the self-determination theory framework. A survey collected 219 responses from science and math-science gifted students in five Taipei City public high schools. The collected data underwent statistical analysis using descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson's correlation analysis, and multiple linear regression. The psychological needs and sense of well-being are moderately to highly fulfilled. Fixed mindset and growth mindset are moderately present, with fixed mindset slightly higher than growth mindset. Growth mindset scores are below average. Science students displayed greater competence than math-science peers. Growth mindset and psychological needs (autonomy, competence, relatedness) significantly correlated with well-being, while fixed mindset did not. Growth mindset and all three dimensions of psychological needs can positively predict well-being, while fixed mindset cannot. Based on these conclusions, it is suggested that educational authorities monitor the well-being of gifted students, promote a growth mindset, and provide an environment that satisfies autonomy, competence, and relatedness, thereby enhancing the well-being of gifted students. As for future research, a combined approach of qualitative and quantitative methods is recommended to truly uncover the voices of gifted students.

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